WITH 


Catalogue  of  Students 


AND 


Calendar  and  Prospectus 


A 


ORGANIZATION 


— OF  THE — 


LI 


uumm 


BUSHNELL  ILLINOIS, 

— UNDER — 


% 


BY  THE  STATE  OF  ILLINOIS. 


Board  of  Directors 


W.  J.  FRISBEE. 

G.  W.  HUTCHINS. 


SOLON  BANFILL. 
J.  B.  SPICER. 
JAMES  COLE. 


W.  W.  EARNEST. 
W.  M.  EVANS. 


OFFICERS  OF  THE  BOARD. 

JAMES  COLE,  President. 

SOLON  BANFILL,  Secretary. 

J.  B.  SPICER,  Treasurer. 


Chas.  C.  Chain,  Printer,  Bushnell,  111. 


In  the  spring-  of  1888,  the  present  managers  leased  the  buildings  and 
property  of  the  once  prosperous  Western  Normal  College,  which  had  then 
been  closed  about  two  years,  laid  out  the  general  plans  which  have  ever 
since  been  followed,  and  organized  an  entirely  new  school.  This  proving 
successful,  they  secured  permanent  control  of  the  property,  built  two 
other  large  brick  buildings,  purchased  other  buildings,  increased  the  fac- 
ulty from  year  to  year  by  adding  instructors  of  high  ability,  and  have  now 
gained  the  remarkable  success  of  increasing  the  attendance  to  seven  hun- 
dred annually  and  of  making  the  Western  Normal,  Bushnell,  111.,  known 
far  and  wide  as  a school  second  to  none  in  the  excellence  of  its  work. 


The  school  is  here  to  serve  the  people  of  to-day — as  many  of  them  as 
possible — by  placing  within  their  reach  just  such  educational  advantages 
as  they  need.  Students  ask  for  what  they  want  and  get  what  they  ask  for. 
Our  courses  are  fitted  to  modern  needs.  Our  aim  is  to  produce  effi- 
cient workers,  not  mere  theorists.  This  is  a time  in  which  education  is  no 
longer  a luxury,  but  is  a necessity  to  those  who  seek  advancement — a 
time  when  our  nation  is  becoming  crowded,  when  competition  is  becoming 
sharper,  when  requirements  are  so  increasing  that  the  farmers,  mechanics, 
physicians,  teachers,  etc.  of  thirty  years  ago  could  not  do  the  work  of 
to-day.  The  best  energies  of  this  school  are  devoted  to  imparting  an  ed- 
ucation fitted  to  the  demands  of  such  a time  and  giving  it  under  condi- 
tions which  will  effect  the  greatest  possible  economy  of  time  and  money 
for  the  student  and  tend  most  to  the  formation  of  true  character. 


1.  Those  who  want  a thorough  general  education. 

2.  Those  preparing  to  teach  and  teachers  who  desire  to  review  or  ad- 
vance. The  training  of  teachers  forms  a large  part  of  the  work  of  the 
school. 

3.  Those  who  wish  to  prepare  for  special  professional  schools. 

4.  Those  who  desire  business  training.  No  school  gives  better. 

5.  Those  who  wish  to  master  shorthand  and  typewritingor  telegraphy. 

6.  Those  who  wish  thorough  instruction  in  vocal  or  instrumental 
music,  drawing  and  painting,  or  elocution. 

7.  Any  students  who  desire  t<~>  mnke  use  of  their  summers. 


3 


There  has  never  been  a year  since  this  school  was  organized  during 
which  the  general  conditions  have  bien  so  unfavorable  to  the  prosperity 
of  schools. 

There  has  never  been  a year  since  this  school  was  .organized  during 
which  as  much  excellent  work  has  been  done:  in  it,  ►as  many  creditable 
graduates  have  left  it*  or  as  much  has  been  added  to  its  reputation  as  a 
stable,  reliable,  and  thorough  institution;  and  the  new  school  year  is  now 
opening,  at  a time  when  many  schools  have  lost  seriously  in  attendance, 
with  more  students  than  at  this  time  last  year  and  with  an  outlook  for  an 
enrollment  that  will  exceed  anything  known*  in  the  history  of  the  school. 
The  good  work  of  the  school  has  overcome  the  unfavorable  influence 
which  ‘‘hard  times”  might  naturally  be  expected  to  exercise  upon  the  at- 
tendance. Students  are  learning  more  and  more  of  the  superior  advan- 
tages of  the  school . 

Such  work  was  done  by  the  faculty  last  year,  and  all  find  .their  posi- 
tions in  the  school  so  pleasant,  that  not  a change  has  -been  made,  and  old 
students  will  therefore  know  that  the  same  high  grade  of  work  in  every 
■•^department  is  certain  to  continue  throughout  this  present  year. 

Each  department  has  gained  in  strength;  the  . work  i of  all  the  socie- 
ties has  increased  in  excellence;  the  health  of  the  school  has  been  almost 
perfect  throughout  the  year. 

The  people  want  ,to  find  a good  school.  The  essentials  of  a good 
school  are  good  teachers,  good,  pupils,  good  courses  of  study,  and  good 
facilities.  The  Western  Normal  has  them  all.  we  know  of  no  school  that 
has  better,  and  for  this  reason  we  look  for.  great  .growth  during  the  com- 
ing year. 


The  First  Term  began  Tuesday,  Sept.  5,  1893,  and  will  continue  ten  weeks. 

The  Second  Term  will  begin  Tuesday,  Nov.  14,  1893,  and  will  continue  ten 
weeks. 

The  Third  Term  will  begin  Tuesday,  Jan.  23,  1894,  and  will  continue  ten 
weeks. 

The  Fourth  Term  will  begin  Tuesday.  Apr.  3,  1894*  and  will  continue  ten 
weeks. 

The  Fifth  Term  will  begin  Tuesday,  June  12,  1894,  and  will  continue  eight 
weeks. 

Commencement  will  take  place  Thursday  and  Friday, . July  26  and  27, 
. . 1894. 


4 


W.  M.  EVANS,  President. 

W.  W.  EARNEST,  Vice-Pres. 
W.  M.  EVANS, 

English  Grammar  and  Teachers’  Training. 

W.  W.  EARNEST, 

Arithmetic , Latin . and  German. 

W.  T.  RINK, 

Higher  Mathematics  and  Rhetoric. 

O.  E.  REYNOLDS, 

Natural  Sciences. 

MISS  BERTHA  FRANCES  WOLFE, 

Elocution , Word  Studies , and  Literature. 

G.  W.  DUNLAVY, 

Geography  and  United  States  History. 

W.  E.  STIPP, 

Science  of  Accounts. 

E.  C.  MILLS, 

Penmanship . 

MRS.  W.  M.  EVANS, 

Shorthand  and  Typewriting. 

MISS  MABEL  E.  BUNTEN, 

Drawing  and  Painting. 

E.  M.  WYCKOFF, 

Piano , Harmony , and  Theory. 

MRS.  CIIELLA  M.  WYCKOFF, 

Fofce,  Piano , Chorus  Work,  and  Italian. 

MRS.  LUNETTE  ANDERSON  HIGGINS, 

Telegraphy. 


5 


The  members  of  Ibis  faculty  are  worthy  men  and  women,  strong  men- 
tally and  physically,  specialists  in  their  respective  departments,  and  en- 
thusiastic in  their  work.  Each  confines  his  attention  to  a certain  line  and 
the  frequent  repetition  of  the  same  work  from  term  to  term  rapidly  in- 
creases their  skill  in  presenting  the  subjects  in  the  best  way.  The  work 
being  so  specialized  and  the  faculty  being  so  large,  no  teacher  has  too 
much  work. 

Additions  to  the  faculty  are  made  or  vacancies  are  filled  with  the 
greatest  care,  the  one  being  selected  from  among  all  available  applicants 
who  seems  best  adapted  to  the  place  to  be  taken.  Such  per- 
sons only  are  engaged  as  have  made  a special  study  of  the  branch- 
es they  are  to  teach  and  have  proved  their  practical  ability  by  sucesssful 
teaching.  One  not  acquainted  with  the  facts  would  suppose  that  all 
schools  follow  a similar  plan,  but  it  is  not  so;  many  schools  make  a practice 
of  employing  their  own  students  or  recent  graduates  who  have  had  no 
more  extended  preparation  or  experience  in  teaching,  because  they  can  be 
obtained  at  low  wages.  Repeatedly  selecting  as  teachers  pupils  who  have 
learned  only  a part  of  what  their  instructors  knew  must  result  in  making 
the  quality  of  the  instruction  given  very  poor. 

These  instructors  have  made  thorough  preparation  for  their  work  in 
normal  schools,  colleges,  universities,  conservatories,  and  other  special 
schools,  hold  high  evidences  of  scholarship,  and  have  had  success  in  teach- 
ing in  other  schools.  These  really  very  important  matters  were  duly  con- 
sidered in  deciding  upon  their  first,  employment;  yet  such  recommenda- 
tions seem  to  us  worth  much  less  than  the  fact  that  they  have  had  excel- 
lent success  in  the  actual  work  of  teaching  in  this  school,  thus  proving 
that  their  personality  as  well  as  their  education  fits  them  for  this  work. 
Specialists  but  not  narrow  specialists,  students  but  not  mere  book-worms, 
not  only  scholars  but  teachers  as  well,  not  so  much  “professors”  as  doers, 
with  wide  experience,  sympathetic  with  their  students,  harmonious  in 
their  action,  leading  and  useful  members  of  the  community  outside  of 
school  as  well  as  good  workers  within  its  walls,  they  form  a body  of 
teachers  of  which  any  institution  would  have  just  cause  to  be  proud. 


6 


School  is  in  session  during  four  terms  of  ten  weeks  each,  and  one 
summer  term  of  eight  weeks,  or  forty-eight  weeks  in  each  year.  This  ses- 
sion, continuous  through  eleven  months  of  the  year,  economizes  time  and 
practically  lengthens  life  for  the  student. 

Those  who  cannot  attend  school  during  the  winter  find  here  a school 
in  full  operation  during  nearly  all  of  the  summer.  Students  can  review, 
or  advance  here  during  the  vacations  of  other  schools. 


Each  regular  term  has  forty-nine  working  days  and  the  summer  term 
has  thirty-nine.  Students  should  be  present  on  the  Monday  preceding  the 
opening  of  the  term.  At  8:46  A.  M.  Tuesday,  the  school  is  organized  in 
the  College  Chapel,  at  which  time  and  place  all  students  are  accommo- 
dated with  such  classes  as  they  want,  the  place  and  the  time  of  recitation 
of  each  class  are  fixed,  and  all  other  information  desired  by  new  students 
is  given.  New  classes  are  organized  in  nearly  all  branches  at  the  begin- 
ning of  each  term.  A student  may  enter  at  the  beginning  of  any  term  as 
well  as  at  the  first  of  the  year,  or  may  enter  at  any  time  during  any  term 
and  be  sure  of  finding  suitable  work,  as  there  are  so  many  classes  of  dif- 
ferent grades. 

The  term  closes  with  examinations  in  all  classes  on  Friday  of  the  last 
week,  generally  at  the  usual  hours  of  recitation. 

Tfoe  School 

Monday  is  the  weekly  vacation,  school  being  in  regular  session  on 
Saturday.  There  are  no  “Blue  Mondays”  in  this  school  for  pupils  who 
have  not  worked  on  Saturday  because  they  were  tired  nor  on  Sunday  be- 
cause they  ought  not  and  come  to  classes  Monday  without  lessons  pre- 
pared, nor  for  the  teachers  who  work  with  them.  Students  here  work 
till  Saturday  night,  have  Sunday  for  a real  day  of  rest  just  when  it  is 
needed,  feel  refreshed  on  Monday,  devote  a part  of  the  day  to  recreation 
and  a part  to  the  preparation  of  Tuesday’s  lessons,  and  open  the  week’s 
work  the  next  day  with  as  good  lessons  as  on  any  other  day  in  the  week. 
This  also  saves  the  pupil  time  by  making  every  hour  count. 

Tne  debating  sections  hold  their  meetings  on  Monday  evenings  and 
special  work  of  various  kinds  finds  here  a day  notdevoted  to  regular  work. 


7 


The  first  morning-  bell  is  rung  at  5:30,  and  breakfast  is  served 
promptly  at  six  o’clock.  The  first  recitation  hour  begins  at  6:45,  the  sec- 
ond at  7:45,  chapel  exercises  begin  at  8:45  and  close  about  9:15.  Oth6r 
recitation  hours  begin  at  9:15.  10,  11,  1,  2,  3,  4,  and  5.  Dinner  is  served 
at  noon  and  supper  at  6 p.  m.  Classes  in  vocal  music  and  special  penman- 
ship meet  at  6:30  p.  m.  During  the  day,  the  college  bell  is  rung  eight 
minutes  before  the  time  for  each  recitation  and  students  are  expected  to 
be  in  the  class-room  ready  to  begin  work  before  the  second  ringing  of  the 
bell.  The  college  buildings  are  closed  at  10  p.  m. 


The  convenience  of  the  student  is  consulted  in  every  case.  Care  is 
taken  to  fix  the  hours  of  recitation  so  that  no  two  classes  desired  by  any 
student  may  be  placed  at  the  same  hour.  All  classes  recite  in  the  college 
buildings,  the  students  making  their  preparation  at  their  own  rooms  and 
coming  to  the  class-rooms  only  at  the  hours  for  recitation;  study-rooms  in 
the  college  are  always  open  to  students  who  desire  to  use  them  between 
recitations. 

The  classes  of  this  school  are  large  enough  to  be  interesting,  yet  hun- 
dreds of  students  are  not herded”  into  single  classes  where  they  receive 
lectures,  recite  only  a few  times  during  the  term,  and  never  get  acquainted 
with  their  teachers.  We  divide  classes  that  exceed  fifty. 


The  most  of  the  recitation  rooms  are  upon  the  first  floor  of  the  main 
college  building  and  their  numbers  are  placed  upon  the  doors.  The  Com- 
mercial Flail  occupies  the  upper  story  in  the  Commercial  Building,  which 
stands  just  at  the  rear  of  the  main  building. 


A large  amount  of  first-class  apparatus  is  used  in  teaching  the  natural 
sciences.  Few  normal  schools  are  as  well  equipped  in  this  respect. 
Charts,  models,  manikins,  physical  and  chemical  apparatus,  and  a well- 
stocked  chemical  laboratory  are  used  in  teaching  geography,  natural 
philosophy,  chemistry,  astronomy,  zoology,  and  anatomy.  A fine  set  of 
roller  wall  maps  is  also  used  as  an  aid  in  teaching  geography.  A $600 
stereopticon  is  one  of  the  excellent  pieces  of  apparatus  used  in  the  science 
classes. 


8 


In  the  Reading-room  just  opposite  the  Public  Office  is  found  a refer- 
ence library  consisting  of  a large  number  of  the  very  best  works  of  refer- 
ence, which  are  intended  for  the  daily  use  of  the  students  and  which  have 
been  carefully  selected  with  reference  to  their  value  in  aiding  in  the  pre- 
paration of  the  regular  lessons.  Daily  and  weekly  papers  and  the  leading 
monthly  reviews  are  also  kept  on  file  here  for  the  use  of  the  students. 
These  books  are  not  taken  from  the  room . 

In  the  College  Book-store  there  is  a library  of  history,  biography, 
travel,  poetry,  and  fiction  which  furnishes  an  ample  amount  of  the  best 
general  reading  to  supply  all  of  the  students  with  occupation  for  their 
leisure  time.  Books  may  be  taken  from  this  library  on  Wednesdays  and 
Saturdays  and  kept  out  two  weeks.  If  not  finished  in  that  time,  the  same 
books  may  be  returned  and  then  checked  out  again  for  the  same  time. 

Text-booKs. 

The  College  Book-store  is  in  the  basement  of  the  Corner  Dormitory 
on  the  block  north  of  the  main  building.  Here  all  books  in  ordinary  use 
in  the  classes  of  tie  school  may  be  rented  at  ten  per  cent,  of  their  retail 
price  per  term.  Books  that  are  but  rarely  used,  stationery,  books  of  refer- 
ence, etc.,  are  sold  at  reasonable  prices.  By  the  plan  of  renting,  the  cost 
of  text-books  is  reduced  to  a very  small  amount  per  term.  When  books 
are  rented,  the  full  price  is  deposited  with  the  book-seller,  who  refunds  all 
but  the  rental  upon  the  return  of  the  book  in  good  condition  at  the  end  of 
the  term . 

Students  should  bring  with  them,  for  reference  use,  any  good  text- 
books they  may  happen  to  have.  In  many  classes,  any  good  text-book 
may  be  used.  A list  of  the  text-books  now  used  in  the  college  will  be 
found  on  page  57. 


We  are  endeavoring  in  this  hand-book  to  make  the  plans  of  the 
school  as  plain  as  possible,  to  the  end  that  those  who  have  read  it  carefully 
may  know  beforehand  just  what  the  school  is  and  may  quickly  feel  at 
home  on  entering.  If  we  fail  to  make  any  point  clear,  write  us  and  ask 
about  it.  Do  not  hesitate  to  ask  freely  for  all  information  needed,  for 
you  may  be  assured  we  will  give  it  cheerfully.  That  is  what  we  are  here 
for.  Moreover,  upon  entering  school  you  will  find  every  teacher  and 
e rery  old  student  glad  to  be  helpful  if  you  need  information  and  apply  to 
them. 


9 


1 

|egul 

'earst? 

Do 

Tfje 

fjolfejg 

j&te  (J 

’©arses. 

COMMON  SCHOOL. 

Any  Term 

Arithmetic 

Geography 

Grammar  Orthoepy 

Penmanship 

Any  Term 

Arithmetic 

Geography 

Grammar  Orthography 

Penmanship 

teachers: 

Any  Term 

Algebra 

Zoology 

U.  S.  History 

Reading  or 
Elocution 

Vocal  Music 

Any  Term 

Algebra 

Physiology 

U.  S.  History 

Spelling 

Vocal  Music 

Any  Term 

Algebra 

Physical 

Geograpy 

Civil 

Government 

Book-keeping 

Debating 

Any  Term 

Plane 

Geometry 

Botany 

Rhetoric 

Word 

Analysis 

Debating 

Any  Term 

Training  Class 

Physics 

Rhetoric 

Drawing 

Debating 

SCIENTIFIC. 

First  Term 

Solid 

Geometry 

Physics 

Latin  or 
German 

Longfellow 

Public 

Second  Term 

Trigonometry 

Geology 

Caesar  or 
German 

Lowell 

lectures 

Third  Term 

Analytical 

Geometry 

Chemistry 

Cicero  or 
German 

Milton 

given 

Fourth  Term 

Calculus 

Chemistry 

Vergil  or 
German 

Shakespeare 

each 

Fifth  Term 

Astronomy  or 
Surveying 

Vergil  or 
German 

Shakespeare 

term. 

CLASSICAL. 

First  Term 

Mental 

Philosophy 

Greek 

Grammar 

Cicero 

Chaucer 

Public 

Second  Term 

Logic 

Homer 

Sallust 

Spencer 

lectures 

Third  Term 

Moral 

Philosophy 

Sophocles 

Ovid 

Milton 

given 

Fourth  Term 

Political 

Economy 

HSschylus 

Horace 

Shakespeare 

each 

Fifth  Term 

• 

Criticism 

Philology 

Tacitus 

Shakespeare 

term. 

IO 


ELOCUTION. 


First  Term 

Elocution 

Orthoepy 

Geography 

Longfellow 

Second  Term 

Elocution 

Orthography 

Geography 

Lowell 

Third  Term 

Elocution 

Grammar 

U.  S.  History 

Milton 

Fourth  Term 

Elocution 

Rhetoric 

U.  S.  History 

Shakespeare 

Fifth  Term 

Elocution 

Rhetoric 

Arithmetic 

Shakespeare 

RE  VIE  W AND  STA  TE  CER TIF1CA  TE. 
For  information,  see  page  31. 


BUSINESS. 


Any  Term 

Book-keeping  and 
Actual  Business 

Spelling 

Commercial 

Arithmetic 

Penmanship 

Debating 

Any  Term 

Book-keeping  and 
Actual  Business 

Othography  and  Commercial 
Punctuation  Law 

Penmanship 

Debating 

Any  Term 

Book-keeping  and 
Actual  Business 

Grammar 

Letter-writing  Penmanship 

Debating 

Spec 

M 0 

Diirse 

> J© 

I.  THE  ART  COURSE. 

For  further  information,  see  page  37. 

II.  THE  SPECIAL  PENMANSHIP  COURSE. 

For  information,  see  page  39. 

III.  THE  SHORTHAND  AND  TYPEWRITING  COURSE. 
For  information,  see  page  41. 

IV.  THE  INSTRUMENTAL  MUSIC  COURSE. 

For  information,  see  page  43. 

V.  I HE  VOCAL  MUSIC  COURSE. 

For  information,  see  page  43. 


VI.  THE  TELEGRAPHY  COURSE. 
For  information,  see  page  47. 


No  entrance  examinations  are  required.  Students  take  what  they 
please;  are  advised,  but  left  free.  Every  student  is  advised  to  work  with 
a view  to  the  possible  completion  of  some  regular  or  special  course,  yet 
nearly  any  branch  may  be  studied  any  term  without  legard  to  the  posi- 
tion in  the  regular  course  which  it  occupies. 

Those  whose  elementary  education  is  not  thorough  usually  begin  with 
the  Common  School  Course;  those  who  have  a good  knowledge  of  the  ele- 
mentary branches  may  begin  with  the  Teachers’  Course  or  with  any  spec- 
ial course;  graduafes  of  good  high  schools,  with  the  Scientific  Course. 

The  Collegiate  Courses  form  a continuous  literary  course,  the  comple- 
tion of  each  in  order  being  the  natural  preparation  for  the  next. 

A continuous  course  is  best,  but  one  can  be  taken  during  parts  of 
several  years  if  necessary  to  do  so.  Moreover,  a student  who  already  has 
a good  knowledge  of  some  branches  of  the  course  he  wishes  to  complete, 
or  who  gains  it  by  home  study,  need  not  study  them  again,  provided  he 
can  pass  the  required  examinations  with  the  regular  classes.  These  ex- 
aminations are  open  to  all,  and  all  grades  of  75  per  cent,  or  higher  are  re- 
corded and  count  toward  the  completion  of  the  course.  Grades  from 
other  institutions  are  accepted  at  our  option. 

In  order  to  complete  any  course,  the  candidate  must  have  been  a stu- 
dent of  this  school  at  least  two  terms,  must  pass  the  required  examina- 
tions and  take  part,  unless  excused,  in  the  graduating  exercises  of  the 
school. 

The  Common  School  Course  is  regarded  as  a part  of  the  Teachers’ 
Course.  All  other  courses  are  entirely  independent. 

Instead  of  the  analytical  geometry,  calculus,  and  astronomy  or  sur- 
veying of  the  Scientific  Course,  an  equivalent  amount  of  language, 
literature,  science,  or  general  history  may  be  substituted. 

Graduates  from  the  special  courses  are  well  prepared  for  their  special 
work;  those  from  the  Teachers’  Course,  for  teaching  in  all  common 
schools  and  nearly  all  high  schools;  the  Scientific  Course  gives  a good 
collegiate  education,  and  the  Classic  Course  a quite  liberal  education. 

Diplomas  are  granted  upon  the  completion  of  any  course;  the  degree 
of  Bachelor  of  Science  is  conferred  upon  the  graduates  from  the  Scientific 
Course,  and  graduates  from  the  Classic  Course  receive  the  degree  of 
Bachelor  of  Arts.  The  regular  fee  for  graduation  is  three  dollars. 

These  honors  are  not  bestowed  as  a reward  for  merely  remaining  in 
the  classes  of  the  school  for  a certain  length  of  time  nor  for  any  other 
reason  than  the  exact  fulfillment  of  all  the  requirements  stated.  Gradua- 
tion is  our  stamp  upon  die  finished  product  of  our  work  and  is  not  al- 
lowed carelessly.  The  requirements  will  not  be  relaxed  in  favor  of  any 
person.  Diplomas  from  this  school  are  growing  in  value. 


12 


One  dollar  per  week  pays  for  admission  to  any  of  the  regular  classes, 
including  all  those  of  the  Collegiate,  Elocutionary,  Review,  and  Business 
Courses.  The  shortest  time  for  which  tuition  is  received  is  from  the 
time  the  student  enters  school  to  the  end  of  the  term  then  beginning  or 
in  progress.  Fifty  cents  per  week  pays  for  admission  to  any  one  regular 
class.  Upon  payment  of  tuition,  the  student  receives  a class  certificate 
which  he  is  expected  to  present  to  the  teacher  of  each  class  which  he 
wishes  to  enter.  Sometimes,  teachers  and  other  review  students  de- 
sire to  enter  classes  merely  to  observe  the  work.  These  should  present 
their  certificates  and  ask  to  be  enrolled  as  visitors. 

Tuition  for  two  or  more  terms  in  advance  may  be  paid  at  reduced  rates. 

Tuition  it?  Special  bourses,, 


ART. 

Single  three-hour  lessons $ .75 

Ten  lessons,  one  lesson  per  week 5.00 

Twenty  lessons,  two  lessons  each  week  9.00 

Forty-seven  lessons,  one  lesson  each  day 20.00 

SPECIAL  PENMANSHIP. 

One  hour  each  day  for  ten  weeks $ 5.00 

Two  hours  each  day  for  ten  weeks  9.00 

One  hour  in  special  class  and  two  hours  in  drill  classes 9.00 

Each  additional  hour  in  special  classes,  per  term  of  ten  weeks. . . ; . 4.50 

Each  additional  hour  in  drill  classes,  per  term  of  ten  weeks 3.00 

SHORTHAND  AND  TYPEWRITING. 

Course  of  twenty  weeks  in  Shorthand $17.50 

Course  of  twenty  weeks  in  Typewriting 7.50 

MUSIC.  {Piano,  Voice,  Harmony,  or  Theory.) 

Ten  30-minute  private  lessons,  one  lesson  each  week .$  6.50 

Ten  50-minute  private  lessons,  one  lesson  each  week 8.00 

Twenty  30-minute  private  lessons,  two  lessons  each  week 10.00 

Twenty  50-minute  private  lessons,  two  lessons  each  week 12.00 

Twenty  50-minute  private  combination  lessons  (Piano  and  Har- 
mony or  Theory,  or  Voice  and  Harmony  or  Theory),  two  les- 
sons each  week 18.00 

Twenty  class  lessons  in  Harmony  and  Theory 6.00 

Twenty  lessons  in  Italian,  for  those  taking  music 2.50 

Twenty  lessons  in  Italian,  for  those  not  taking  music 4.00 

Use  of  instrument  one  hour  per  day  for  ten  weeks 4.00 

Lessons  in  Harmony,  Counterpoint,  and  Composition  given  by  mail. 

TELEGRAPHY. 

Entire  course,  time  unlimited $40.00 


i3 


The  price  of  good  board  is  $1.60  per  week,  payable  in  advance  from 
the  time  of  entering  until  the  end  of  the  current  term,  or  for  ten  weeks 
or  more  in  advance  at  any  time.  Money  paid  in  advance  for  board  will 
be  refunded  at  any  time,  pay  for  the  board  already  used  being  deducted 
at  the  rate  of  $1.75  per  week.  For  a single  week  or  for  any  time  less  than 
to  the  end  of  the  current  term,  $1.75  per  week  is  charged. 

Our  success  in  furnishing  excellent  fare  at  this  rate  has  been  such 
that  people  frequently  wonder  how  it  can  be  made  so  good  at  so  small  a 
price.  We  are  assured  by  those  who  have  had  experience  at  many  other 
places  that  students  are  not  elsewhere  so  well  boarded  at  the  same  price. 
The  ordinary  boarding-house  grumbling  is  not  known  here.  Nearly  all 
of  the  students  remain  at  the  dining-hall,  although  they  might  leave  any 
day  and  find  good  board  at  reasonable  rates  elsewhere.  The  managers  of 
the  school  and  many  of  the  teachers  have  boarded  long  at  the  same 
tables  with  the  students — some  of  them  as  long  as  five  years  continuously 
—because  they  have  found  the  board  entirely  satisfactory. 


For  one  week  in  February,  the  food  served  at  each  meal  was  carefully 
noted,  the  superintendent  not  knowing  it,  nor  any  change  being  made  in 
the  ordinary  bill  of  fare;  the  following  report  shows,  therefore,  as  nearly 
as  possible,  an  average  week’s  fare  at  a somewhat  unfavorable  season. 

Invariable  articles  of  diet  are:  fresh  bread,  good  genuine  butter,  and 
potatoes,  served  at  each  meal  in  unlimited  quantities;  coffee  at  breakfast, 
tea  or  milk  at  supper;  crackers  and  syrup  at  both  breakfast  and  supper. 

Beside  the  food  already  mentioned,  other  dishes  were  served  for 
breakfast  during  the  week  as  follows:  Oat-meal  (with  milk  and  sugar); 
pork  steak  with  gravy;  cheese;  sausage  with  gravy;  oat-meal;  pork  steak 
with  gravy;  oat  meal.  At  the  dinners  were  served  the ‘following:  Beef, 
cabbage,  pie;  beef,  turnips,  pie;  beef,  beans,  pudding,  chicken,  gravy, 
beet  pickles,  pie;  beef,  tomatoes,  pie;  pork  roast,  gravy,  parsnips,  pie; 
soup,  beef,  cucumber  pickles,  pie.  At  the  suppers,  the  following  were 
served:  Fried  eggs,  sauce  (with  milk  and  sugar);  wheat  cakes,  sauce; 
cold  beans,  sauce;  white-cake,  dried  peaches;  hash,  sauce;  eggs,  sauce;  cold 
beef,  prunes,  cake. 

/ This  is  rather  below  than  above  the  average  fare  and  the  variety  is 
less  than  usual.  The  supplies  are  good'  goods;  nothing  is  used  that 
would  not  be  used  in  the  families  of  any  of  the  students  at  home.  The 
food  is  cooked  and  served  in  the  very  best  way. 


Tuition,  board,  and  room-rent  cost  $30  for  a term  of  ten  weeks. 
$130.00  in  advance  will  pay  for  the  entire  year.  By  self-boarding1,  those 
figures  may  be  reduced  to  $24  per  term,  or  $115  for  the  entire  year,  or 
even  lower.  Only  the  expense  of  lights,  washing,  stationery,  book-rent, 
and  fuel  in  cold  seasons  needs  to  be  added  to  make  the  total  cost  of  living 
here.  These  minor  items  may  be  made  very  small.  There  are  also  many 
opportunities  for  those  who  wish  to  devote  a part  of  their  time  to  work 
in  part  payment  of  expenses.  There  are  no  fashions  or  customs  com- 
pelling students  to  spend  unneccessarily  in  order  to  maintain  standing. 

For  the  payment  of  regular  tuition,  special  penmanship  tuition, 
board,  or  room-rent  for  two  or  more  terms  in  advance,  reductions  much 
greater  than  usual  interest  are  made.  When  paymeat  is  made  for  two 
terms  in  advance,  5 per  cent,  is  deducted  from  the  bill;  for  three  terms,  6 
per  cent.;  for  four  terms,  8 percent.;  for  five  terms,  10  per  cent.  This 
makes  the  cost  of  the  best  board,  the  thoroughly  furnished  room,  and  tui- 
tion $57  for  20  weeks,  $84  for  30  weeks,  $110  for  40  weeks,  and  $130  for 
the  entire  year  ot  48  weeks.  Remember  that  inferior,  unfurnished  rooms 
are  not  the  ones  offered  at  these  rates.  When  such  payments  are  made 
and  the  student  leaves  school  before  the  expiration  of  the  time  for  which 
he  has  paid,  a certificate  good  at  any  time  in  the  future  will  be  issued  for 
the  unused  time. 

Some  schools  advertise  expenses  at  rates  slightly  lower  than  these, 
but  furnish  accommodations  so  inferior  that  the  majority  of  their  students, 
in  order  to  get  fairly  good  accommodations,  pay  for  board  and  rooms 
elsewhere  at  higher  rates  than  those  advertised  by  the  institution.  Such 
schools  are  surrounded  by  numerous  large  boarding-houses  patronized  by 
those  who ‘‘can’t  stand”  the  college  board.  The  Western  Normal  does 
not  claim  to  be  absolutely  the  cheapest  school;  yet  its  expenses  are  but 
very  few  dollars  greater  tnan  those  of  the  very  cheapest  schools  and, 
when  regarded  in  connection  with  the  excellence  of  the  accommodations 
furnished,  are  very  low  indeed.  We  do  not  believe  there  is  any  school 
in  which  pupils  are  more  thoroughly  satisfied  with  what  they  get. 


The  total  expense  in  any  course  may  be  found  by  adding  to  the  tui- 
tion given  on  page  12  the  regular  price  of  board  and  room-rent  for  the 
time  spent  in  the  course. 


i5 


The  Main  Building  contains  recitation  rooms,  laboratory,  studio, 
music  le«son-room , reading-room,. public  and  private  offices,  the  chapel, 
and  many  students’  rooms  9 ft.  by  17  ft.  and  9 ft.  by  15  ft.  These  rooms 
have  closets. 

The  Commercial  Building,  just  back  of  the  main  building,  contains 
the  Commercial  Hall,  fitted  up  for  book-keeping,  business  practice,  and 
penmanship  work,  and  a large  dining-room  and  kitchen. 

The  Telegraphy  Building,  next  north  of  the  main  building,  contains 
the  rooms  of  the  Telegraphy  Department  and  some  choice  rooms  for 
Students. 

The  Corner  Dormitory,  across  the  street  north  from  the  last-named, 
has  the  College  Book-store  in  the  basement,  and  the  two  upper  stories  are 
occupied  by  suites  of  rooms  for  ladies  residences,  each  suite  consisting  of 
a corner  sitting-room  12  ft.  by  101  ft.  and  an  adjacent  bed-room  12  ft. 
•by  1\  ft. 

The  Dining-hall  Dormitory,  just  east  pf  the  Corner  Dormitory,  has 
in  the  first  story  a large  dining-room  and  kitchen  and  two  dormitories 
above,  with  rooms  15  ft.  by  10J  ft.  with  closets  3 ft.  by  6 ft.  adjoining. 
These  closets  furnish  room  in  each  for  two  large  trunks  and  have  much 
room  on  shelves  and  hooks. 

The  President’s  Residence,  on  the  east  side  of  the  block  on  which  the 
college  is  situated,  furnishes  a residence  for  several  ladies  who  prefer  to 
be  with  a private  family. 

The  buildings  are  situated  in  a pleasant  part  of  the  town,  six  blocks 
north  of  the  railroad  stations,  on  East  Main  Street,  and  are  surrounded  by 
beautiful  lawns  and  shade  trees.  The  dormitories  are  so  divided  into  sec- 
tions that  not  more  than  eighteen  students  live  in  any  one.  All  ceilings 
in  dormitories  are  101  ft.  high. 

Sanitation. 

In  addition  to  the  fact  that  Bushnell  is  on  the  top  of  the  ridge  be- 
tween the  Illinois  and  the  Mississippi  rivers  and  is  as  healthful  a town  as 
any  in  Illinois,  the  health  of  the  students  is  guarded  by  the  most  perfect 
sanitary  arrangements.  All  danger  from  privies  is  avoided  by  a system, 
admitted  by  all  who  inspect  it  to  be  the  most  perfect  they  have  ever  seen, 
which  absolutely  prevents  the  entrance  of  dangerous  fluids  into  the 
ground  and  the  contamination  of  the  air  by  noxious  gases.  Drinking- 
water  is  supplied  from  wells  positively  known  from  the  most  searching 
chemical  analysis  to  be  free  from  deleterious  matter.  All  slops  of  every 
kind  are  carefully  removed,  and  inspection  of  the  back  kitchen  yards  is 
as  freely  invited  as  of  the  front  college  lawns. 


1 6 


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BALL  DoRM  lTP%y  ^Sgj 


Som.mer.cwu  Hall 


TE.LE.eR.APhy  $uildiin/ 


i7 


Rooms  are  furnished  with  carpet,  stove,  coal-box,  commode,  table, 
chairs,  bowl  and  pitcher,  slop-pail,  mirror,  bedstead,  mattress,  straw-bed, 
blankets  or  sheets,  pillows,  pillow-cases,  and  comfort.  Students  will  need 
to  bring  with  them  only  toilet  articles  and,  if  in  winter,  one  comfort. 

The  incandescent  electric  light  is  furnished  at  20  cents  per  week,  a 
cost  to  each  student  of  10  cents  per  week.  If  students  do  not  desire  to  use 
this,  they  may  provide  themselves  with  lamp  and  oil  at  even  less  cosL 

The  best  soft  coal  is  delivered  in  the  coal-boxes  in  the  rooms  at  cost, 
or  students  may  furnish  their  own  coal.  Coal-tickets,  good  for  one-fourth 
bushel  (one  bucket-ful,  or  20  lbs.)  each,  may  be  bought  at  the  College 
Book-store.  One  or  more  tickets,  representing  the  amount  of  coal  it 
is  desired  to  order,  should  be  deposited  before  three  o’clock  each  day, 
with  the  number  of  the  student’s  room  marked  in  lead-pencil  on  the  back, 
in  boxes  provided  for  that  purpose  in  each  dormitory  during  cold 
weather.  The  coal  will  then  be  delivered  by  carriers  before  night. 
Enough  must  be  ordered  Saturday  afternoon  to  last  over  Sunday. 

Ordinarily,  two  students  are  expected  to  occupy  one  room  or  suite, 
but  a student  may  reserve  a room  for  himself  by  paying  double  rent. 

A room  in  the  Main  Building  costs  each  student  $4  per  term  of  ten 
weeks  or  $5,  if  a corner  room;  a room  in  the  Dining-hall  Dormitory,  $5 
per  term  of  ten  weeks  or  $5.50,  if  a corner  room;  a suite  in  the  Corner 
Dormitory  costs  each  student  $7  per  term  of  ten  weeks. 

Room-rent  Is  payable  in  advance.  Rooms  may  be  rented  for  a full 
term  or  more  in  advance  at  any  time  or  for  the  time  remaining  until  the 
end  of  any  current  term.  When  rented  for  less  than  ten  weeks,  the  same 
rates  per  week  are  charged. 

Rooms  engaged  in  advance  will  be  held  only  until  noon  of  the  open- 
ing day  of  the  term  for  which  they  are  engaged,  unless  rent  is  paid  when 
they  are  engaged . 

Violation  of  the  regulations  requiring  good  behavior  in  the  rooms 
works  forfeiture  of  the  right  to  hold  the  room  and  of  the  room-rent  paid. 

On  arriving  in  Bushnell,  students  should  hold  their  checks  for  bag- 
gage until  a room  has  been  selected.  By  leaving  the  check  then  at  the 
College  Office,  it  will  cost  only  fifteen  cents  to  have  a trunk  brought  to 
the  right  place. 

For  students  desiring  to  room  in  private  houses,  many  good  places 
are  provided  at  a cost  of  from  $5  to  $8.50  per  term.  We  guarantee  that  a 
good  room  can  be  found  at  a cost  not  to  exceed  $6  per  term  of  ten  weeks. 
Students  rooming  in  private  houses  may  take  their  meals  at  the  college 
dining-halls.  Students  rooming  in  private  houses  are  expected  by  us  to 
observe  the  regulations  of  the  house  in  which  they  room. 


W.  M.  EVANS 


19 


r&fnm&r. 


Any  one  who  can  read  can  enter  the  work  of  this  glass,  even  though 
he  may  have  never  studied  grammar  before.  Because  the  students  are 
older  and  the  most  of  them  have  already  a fair  knowledge  of  elementary 
grammar,  this  dass  moves  much  more  rapidly  than  beginning  classes  in 
the  public  schools.  Those  who  take  it  for  the  sake  of  review  or  to  study 
the  methods  of  teaching  complete  the  course  satisfactorily  in  one  term; 
those  who  begin  totally  ignorant  of  grammar  find  it  profitable  to  take 
this  class  two  terms  in  succession. 

Language  drill  forms  a prominent  part  of  the  work,  the  principles  of 
grammar  being  applied  to  the  elimination  of  wrong  habits  in  speech  and 
in^writing  and  in  aiding  in  the  formation  of  correct  ones.  Students  are 
trained  to  make  use  of  dictionaries  and  of  various  text- books  in  making 
investigations  for  themselves. 


v&nced 


For  this  class,  the  student  should  have  as  much  preparation  as  that 
given  in  the  beginning  class.  Special  attention  is  given  to  the  structure 
of  the  sentence  and  to  the  nature  and  relations  of  its  parts.  A simple  form 
of  analysis  is  used,  very  little  formal  parsing  is  done,  and  a simple  method 
is  used,  many  useless  distinctions  being  omitted.  Easy  parts  of  the  work 
are  passed  over  rapidly  and  much  time  is  spent  in  making  clear  the  difficult 
points.  Much  attention  is  paid  to  number,  case  constructions,  transitive 
and  intransitive  verbs,  special  verb  forms,  infinitives,  and  participles. 

This  is  the  class  for  teaclyu’s  who  wish  training  for  high  school  and 
college  work  in  grammar.  It  is  organized  every  term. 

Tcac^trs’  Training  QI&sS' 

One-half  of7 the  time  of  this  class  is  given  to  the  pedagogical  study  of 
psychology,  the  principles  and  methods  of  teaching,  school  management, 
etc.  The  other  half  is  devoted  to  a practical  study  of  the  Illinois  State 
Course  of  Study,  careful  and  minute  directions  being  given  to  the  pupil 
teachers  as  to  the  way  in  which  it,  is  to  be  understood  and  used  for  the 
purpose  of  increasing  the  excellence  and  efficiency  of  the  schools  of  which 
they  are  to  take  charge.  One  term  in  this  class  gives  about  the  same 
amount  of  professional  training  as  is  obtained  in  five  years’  faithful  at- 
tendance at  good  county  institutes. 


20 


W.  W.  EARNEST. 


21 


The  work  of  this  class  begins  with  first  principles.  It  is  the  class  for 
those  who  have  but  little  knowledge  of  written  arithmetiq,  for  those  who 
wish  to  review  elementary  principles,  and  for  those  who  wish  to  learn  the 
methods  of  teaching  this  part  of  the  subject.  It  prepares  either  for  the 
advanced  teachers’  class  or  for  the  commercial  class.  It  takes  up  the  fun- 
damental processes,  factoring,  fractions,  denominate  numbers,  square  and 
cube  root,  and  begins  the  subject  of  mensuration.  A class  each  term. 

fldvanctd  jlrltymetlc. 

This  is  the  class  for  those  who  wish  to  learn  or  to  learn  to  teach  higher 
arithmetic.  Taking  up  the  work  in  mensuration,  this  class  completes  that 
subject  and  proceeds  to  longitude  and  time,  percentage  with  its  numerous 
practical  applications,  proportion  problems,  etc.,  completing  a very  prac- 
tical and  thorough  course.  The  text-book  employed  was  made  for  the 
especial  purpose  of  meeting  the  needs  of  these  very  classes  and  is  very 
full  in  explanations  and  in  illustrative  problems,  and  has  cast  out  those 
subjects,  found  in  so  many  standard  arithmetics,  which  can  scarcely  be  of 
any  use  to  anybody.  This  class  may  be  taken  any  term. 


The  study  of  this  language  develops  habits  of  close  and  accurate  ob- 
servation, furnishes  the  key  to  a better  understanding  of  English,  gives 
possession  of  grammatical  principles  which  are  of  great  value  in  under- 
standing any  language,  strengthens  the  memory,  and  involves  the  study 
of  some  of  the  world’s  best  literature  and  history. 

During  the  one  year  of  the  Scientific  Course,  a good  student  learns 
to  read  with  pleasure  and  becomes  sufficiently  independent  to  go  on  with 
the  study  of  the  language  alone,  if  necessary.  During  the  year  in  the 
Classic  Course,  more  literature  and  greater  facility  in  reading  are  gained. 

Beside  the  regular  classes,  others  are  formed  whenever  needed. 


A regular  class  continues  the  study  throughout  the  year  and  others 
are  formed  when  desired  by  a goodly  number  of  students.  German  is  the 
richest  of  all  languages,  with  the  possible  exception  of  the  English,  in 
literature,  science,  and  philosophy.  It  is  also  the  foreigh  language  of 
greatest  practical  importance  to  Americans.  A student  who  knows  Eng- 
lish grammar  and  has  with  a love  for  the  study  may  so  master  the  lan- 
guage in  a year  that  it  will  not  be  work  but  a positive  pleasure  to  read  it 
and  that  considerable  ease  in  understanding  and  speaking  it  will  be  ac- 
quired. 


22 


G.  W.  DUNLAVY 


23 


© 


This  branch  is  completed  in  a course  of  twenty  weeks,  the  beginning 
class  studying  the  early  history  to  the  time  of  Madison’s  administration 
and  the  advanced  class  that  from  then  to  the  present.  One  class  is  organ- 
ized each  term  and  both  usually  are.  Much  more  is  required  than  any  one 
ordinary  school  text-book  gives  and  students  are  trained  to  use  reference- 
books.  Men  and  principles  are  brought  into  prominence  rather  than 
numbers,  causes  and  results  rather  than  dates  and  battles.  Historical 
geography  receives  full  attention.  The  work  is  directed  and  systematized 
by  the  teacher’s  printed  outline,  which  is  the  students’  guide  in  this  work. 
Most  students  in  these  classes  are  interested  in  history  as  they  never  were 
before. 


The  course  in  geography  extends  over  twenty  weeks.  For  the  sake 
of  distinction,  one-half  is  called  beginning  and  the  other  half  advanced 
geography,  though  there  is  little  difference  in  the  grade  of  the  work  and 
the  beginner  may  take  up  the  work  of  either  class.  Both  classes  are 
organized  each  term  unless  all  desiring  to  take  the  branch  can  be  accom- 
modated in  one  class. 

The  teacher’s  printed  outline  gives  directions  for  the  preparation  of 
each  lesson.  Any  good  recent  text-book  may  be  used.  The  climate,  sur- 
face, products,  people,  industries,  religion,  intelligence,  and  government 
of  countries  are  carefully  studied  and  much  of  useless  detail  omitted. 
American  geography  receives  most  careful  attention.  The  government 
system  of  surveys  is  studied  and  approved  methods  of  map-drawing  are 
taught.  No  matter  how  well  acquainted  with  geography  teachers  may 
be,  they  usually  learn  enough  about  the  teaching  of  geography  in  these 
classes  to  pay  them  for  taking  the  course. 


This  branch,  most  important  and  not  difficult  to  an  American,  natur- 
ally follows  history  and  prepares  the  student  to  perform  intelligently  his 
duties  as  a citizen.  Classes  are  organized  whenever  wanted. 


Debating  is  a regular  class  work  in  this  school.  Sections  meet  once  a 
week  and  discuss  questions  previously  selected. 

The  work  is  superintended  by  an  experienced  teacher  who  gives  all 
directions  necessary,  and  gives  occasional  drills  in  parliamentary  law. 
Students  expecting  to  complete  any  course  in  which  debating  is  required 
should  begin  the  work  on  first  entering  school. 


24 


W.  T.  RINK 


25 


Thirty  weeks  are  devoted  to  the  coarse  in  algebra  and  there  is  usually 
a class  in  each  of  the  three  grades  each  term.  The  beginning  class  passes 
over  the  fundamental  operations,  factoring,  and  a part  of  the  work  in 
fractions  and  the  intermediate  class  begins  at  the  subject  of  complex  frac- 
tions and  passes  over  to  affected  quadratic  equations,  at  which  point  the 
work  of  the  advanced  class  begins.  Wentworth’s  Elements,  deservedly 
one  of  the  most  popular  works  on  this  subject,  is  now  used  and  will  be 
continued  in  use  until  a new  work,  even  better  adapted  to  the  needs  of 
this  school,  can  be  published  by  the  teacher  in  charge  of  the  class. 


itomelry, 


© 


The  beginning  class  spends  ten  weeks  upon  the  first  four  books  of 
Wentworth’s  geometry,  and  the  advanced  class  completes  the  course  in 
ten  weeks  more.  Students  are  trained  to  do  independent  work.  Classes 
are  usually  organized  each  term. 


Regular  classes  are  organized  at  the  times  indicated  in  the  course  of 
study.  The  courses  in  trigonometry  and  in  the  elements  of  analytical 


geometry  and  calculus  give  a most  excellent  drill  in  exact  thinking  and 


as  much  information  concerning  those  branches  as  is  of  use  to  any  person 
who  does  not  expect  to  make  professional  application  of  them — more,  in 
fact,  than  is  needed  by  any  who  have  no  taste  for  this  line  of  study,  and 
hence  the  work  above  trigonometry  is  made  optional. 


This  work  is  a continuation  of  that  of  advanced  grammar.  Exercise 
is  given  in  the  construction  of  the  sentence  in  all  its  varieties,  a work  nec- 
essary to  the  understanding  of  literary  style.  Attention  is  given  to  the 
reproduction  of  both  prose  and  poetry,  thus  leading  from  a simple  change 
of  the  author’s  form  to  expressing  the  student’s  own  thought  in  his  own 
language.  Careful  attention  is  given  to  outlining  subjects  and  using  the 
outlines  as  the  basis  for  logically  arranged  discourses.  Classes  are 
formed  nearly  every  term. 


The  preparation  of  original  discourses  is  continued  in  this  class,  the 
work  of  the  student  being  superintended  by  the  teacher  and  criticised  by 
the  class  The  qualities  of  style  are  carefully  studied  and  reference  made 
to  their  exemplification  in  the  writings  of  standard  authors.  Usually  a 
class  is  organized  each  term. 


26 


O.  E.  REYNOLDS. 


27 


A class  studies  the  anatomy,  physiology,  and  hygiene  of  the  human 
body  each  term.  Our  facilities  for  teaching  this  branch  are  very  excellent. 
Charts,  stereopticon  views,  manikins,  casts,  skeletons,  and  reference  books 
are  used.  Careful  attention  is  paid  to  the  study  of  the  effects  of  alcohol. 


Botany  is  taught  during  the  spring,  summer,  and  fall  terms.  The 
language  of  botany  is  learned  and  fixed  by  a systematic  analysis  and  de- 
scription of  plants,  of  which  a record  is  made.  The  main  facts  of  plant 
anatomy  and  physiology  are  learned  and  some  drill  in  drawing  is  given. 


Classes  in  zoology  are  formed  during  the  spring,  summer,  and  fall 
terms.  It  is  taught  largely  by  the  scientific  method  of  observation  and 
analysis.  Here,  as  in  botany,  the  student  is  aided  in  becoming  an  intelli- 
gent observer  of  nature  and  thus  gains  an  education  which  will  be  of  use 
throughout  life. 


The  course  in  this  branch  requires  two  terms  of  ten  weeks.  The  be- 
ginning class  make  a study  of  mechanics,  and  the  advanced  class  of  light, 
heat,  and  electricity.  In  both  classes,  as  great  a use  of  practical  experi- 
ments as  possible  is  made.  We  have  all  apparatus  necessary  for  teaching 
all  of  the  branches.  A cl»ss  of  one  or  the  other  grade  is  formed  each 
term  and  two  classes  are  often  formed.  Students  can  begin  with  either. 


Classes  are  organized  only  during  the  terms  indicated  in  the  course, 
unless  desired  at  other  times  by  full  classes.  Full  use  is  made  of  the 
abundant  apparatus  provided  and  the  students  do  much  laboratory  work. 


A class  is  organized  whenever  needed  to  accommodate  a sufficient 
number  of  students  to  form  a good  class  as  well  as  at  the  regular  times. 


A class  is  not  usually  organized  except  during  the  regular  term. 


28 


BERTHA  F.  WOLFE 


The  work  of  this  class  is  the  study  of  the  elementary  sounds  of  the 
English  language,  the  diacritical  marks  used  by  dictionaries  to  indicate 
them,  and  the  principles  of  pronunciation  and  accent,  together  with 
thorough  drills  on  lists  of  words  frequently  mispronounced.  No  one  is 
well  educated  in  English  who  habitually  mispronounces  common  words, 
and  the  object  of  this  study  is  to  correct  as  many  as  possible  of  the  errors 
which  pupils  may  be  in  the  habit  of  committing,  at  the  same  time  that  they 
are  trained  to  use  the  dictionary  intelligently- and  quickly  and  acquire  a 
habit  of  doing  so  for  the  purpose  ot  settling  all  questions  as  to  pronuncia- 
tion which  may  afterward  arise. 

Qrtf|ogf&p|y. 

Right  writing,  as  the  name  signifies,  is  the  subject  taught  in  this  class. 
This  includes  the  general  rules  of  spelling,  rules  for  plural  and  possessive 
forms,  abbreviations,  capitalization,  punctuation,  and  letter- waiting.  A 
knowledge  of  these  subjects  is  among  the  most  necessary  qualifications  of 
a good  scholar.  No  student  who  has  not  already  had  thorough  drills  of 
this  kind  should  fail  to  take  this  class,  as  well  as  orthoepy,  near  the  be- 
ginning of  his  course  in  school.  No  extended  drill  in  spelling  is  given  in 
this  class,  but  is  provided  for  in  another  special  class.  The  important 
subjects  already  mentioned  afford  work  enough  for  a term.  A class  in 
either  orthoepy  or  orthography  is  given  each  term;  sometimes  classes  in 
both  are  given. 

Spelling. 

This  is  a drill  of  about  half  an  hour  daily,  about  one  hundred  words 
being  written  and  corrected  each  day.  All  who  are  not  excellent  spellers 
should  take  advantage  of  this  drill. 

. Word  pnalysis. 

This  is  the  work  of  getting  at  the  real  meaning  of  English  words  by 
taking  them  apart  and  studying  the  original  meaning  of  their  parts. 
After  this  systematic  drill,  the  same  work  can  be  pursued  through  life  with 
the  aid  of  a good  dictionary.  The  field  here  opened  up  is  one  of  wonder- 
ful interest,  surprising  to  any  one  who  has  never  before  looked  into  it. 
For  those  who  cannot  take  a course  in  Latin  and  yet  wish  to  grow 
familiar  with  the  real  meaning  of  English  words,  this  is  the  class  to  enter. 
It  is  organized  whenever  a class  is  ready  to  take  it. 


The  drift  of  the  whole  course  in  elocution  is  toward  a naturalness 
'which  shall  be  the  highest  expression  of  truth,  an  individuality  free  from 
all  objectionable  eccentricities,  an  originality  that  can  fathom  thought 
and  clothe  its  expression  in  realislic  dress,  and  a self-reliance  that  shall 
call  every  faculty  into  healthful  ext  reise.  Who  shall  say  that  this  is  the 
work  of  a day,  a week,  or  a month?  And  yet,  while  it  is  the  work  of  a 
life-time,  in  the  one  year’s  course  of  this  school,  the  student  can  gain  a 
thorough  knowledge  of  the  fundamental  principles  of  elocution  and  also 
of  the  art  of  delivery.  The  instruction  given  will  include: 

1.  The  Anatomy  of  Vocal  and  Respiratory  Organs. 

2.  Exercise  in  Respiration. 

3.  Calisthenics,  for  giving  easy  action  to  the  joints,  pliancy  to  the 
muscles,  and  symmetry  to  the  form. 

4.  Phonetics,  or  the  science  of  sounds  separately  considered,  which  is 
the  true  basis  of  correct  pronunciation. 

5.  Orthoepy,  or  the  synthetic  application  of  phonetics. 

6.  Vocal  Expression,  including  exercise  in  Force,  Pitch,  Volume, 
Quantity,  Quality,  Rate,  Pause,  and  Inflection. 

7.  Gesture,  or  visible  expression,  the  special  aim  being  to  make  it  at 
all  times  conformable  to  the  thought. 

8.  The  Analysis  of  Thought. 

9.  The  Philosophy  and  Methods  of  Expression,  Vocal  and  Mental. 

10.  Impersonations  and  Recitations. 

11.  Vocal  Culture  and  Facial  Expression. 

For  the  development  of  the  body,  the  class  in  Physical  Culture  meets 
twice  a week  . The  work  includes  exercises  of  the  arms,  feet,  head,  and 
torso;  in  bending,  poising,  standing,  sitting,  and  carriage  of  the  body. 


Graduation. 


The  course  (see  page  10)  embraces  a whole  year’s  work  in  elocution 
together  with  other  branches  which  form  a good  general  education.  The 
class  work  in  any  of  the  general  branches  may  be  omitted,  provided  the 
pupil  is  able  to  pass  satisfactory  examinations  in  those  branches.  The 
pupil  will  be  required  to  take  part  in  public' recitals  once  each  term. 


This  course  is  free  all  regular  students  of  the  school. 


3i 


The  regular  classes  are  well  adapted  to  the  wants  of  those  who  desire 
to  make  a thorough  review.  If  the  student  feels  the  need  of  considera- 
ble additional  work  in  each  branch,  he  should  enter  the  classes  as  a regular 
student,  but  may  take  as  many  as  five  or  six  studies  per  term;  or  perhaps 
two  new  studies  may  be  taken  up  in  connection  with  three  reviews.  If, 
however,  the  student  feels  the  need  of  only  a slight  review  of  many 
branches,  he  may  visit  as  many  classes  as  he  desires. 


In  the  ways  above  mentioned,  a rapid  and  thorough  review  may  be 
made  at  any  time.  The  summer  term  of  eight  weeks,  however,  is  the  sea- 
son during  which  the  largest  number  of  teachers  are  at  liberty,  more  than 
half  of  the  school  is  at  that  season  made  up  of  old  teachers,  and  many  of 
them  desire  to  do  a great  deal  of  review  work  in  order  to  pass  county 
and  state  examinations,  and  to  prepare  in  various  other  ways  to  rise  in  the 
profession.  For  these,  the  following  special  plan  has  been  adopted: 


The  regular  courses  in  arithmetic,  grammar,  geography,  U.  S.  His- 
tory, physics,  and  several  other  branches  require  for  their  completion 
twenty  weeks.  Teachers,  however,  often  desire  a review  of  these  whole 
subjects  in  a comparatively  short  time.  Therefore,  during  the  spring  and 
summer  terms,  (or  during  any  other  term  when  they  are  desired  by  classes 
of  twenty),  special  institute  classes  are  formed  in  addition  to  the  regular 
classes  and  each  subject  is  thoroughly  reviewed  in  the  term  of  eight  or 
ten  weeks,  the  theory  being  thoroughly  discussed  and  the  work  differing 
from  that  of  the  complete  course  only  in  the  omission  of  drill-work  re- 
quired in  the  complete  course.  These  classes  do  much  the  same  work 
that  is  done  in  the  best  teachers’  institutes,  but  do  much  more  of  it. 

Stats  Certificates. 

In  the  classes  of  this  school,  students  prepare  for  all  state  examina- 
tions. Life  diplomas  are  worth  a great  deal  because  held  by  so  few,  yet 
many  more  could  obtain  them  by  informing  themselves  and  trying.  Illi- 
nois five-year  certificates  are  also  worth  much  more  now  than  formerly,  as 
they  are  no  longer  given  away  without  examination  to  graduates  of  the 
state  schools. 


32 


W.  E.  STIPP. 


33 


This  is  nn  Actual  Business  Training-school.  We  employ  the  best  of 
talent  to  conduct  the  work,  use  the  best  system  of  business  training  known 
to  the  profession,  provide  all  the  facilities  the  student  can  make  use  of  in 
gaining  a knowledge  of  business  methods,  and  give  commercial  students 
the  advantage  of  instruction  in  the  best  normal  classes.  If  any  other 
school  is  doing  any  Letter  work  in  preparing  young  people  for  business, 
we  do  not  know  where  it,  is  or  how  it  can  do  it.  To  the  young  man  or 
woman  who  wishes  to  prepare  for  commercial  life,  we  wish  to  say,  You 
may  receive  promises  of  almost  miraculous  success  if  you  will  complete 
the  course  of  some  certain  school;  you  may  be  over- whelmed  with  a mass 
of  dazzlingly  gorgeous  advertising  matter;  you  may  have  it  represented  to 
you  as  a grand  thing  to  have  the  privilege  of  receiving  instruction  in  a 
magnificent  many-story  building  which  the  school  owns  or  rents  a corner 
in,  even  if  you  do  have  to  pay  two  or  three  prices  in  order  to  pay  for  the 
building  or  rent;  but  you  should  be  able  to  see  that  these  things  have 
nothing  to  do  with  insuring  you  a really  good  education.  When  young 
people  are  seen  paying  enormous  prices  for  the  right  to  receive,  in  an 
upper  story  of  some  great  building  in  some  city  where  board  and  lodging 
cost  twice  ordinary  rates,  the  very  same  instruction  that  they  could  re- 
ceive at  half  the  price  elsewhere,  one  is  led  to  think  that  Mr.  Barnum  was 
right  in  saying  that  there  are  people  who  insist  upon  being  humbugged. 

We  use  the  famous  Ellis  System  of  Business  Practice.  This  is  the 
most  perfect  reproduction  of  actual  business  life  that  has  ever  been  de- 
vised. In  fact,  it  seems  that  the  transactions  in  which  the  students  en- 
gage are  absolutely  identical  with  those  of  real  business,  except  that  the 
merchandise  is  represented  by  cards  and  the  currency  he  uses  does  not 
pass  current  outside  of  the  school  room. 

All  students  work  independently  of  all  others,  or  as  much  so  as  in  real 
business;  no  two  have  the  same  set  of  books;  from  first  to  last  no  mere 
copying  of  forms  is  done,  but  every  entry  made  in  the  books  represents  a 
transaction  already  actually  performed. 

Thesludentis  guided  throughout  the  course  by  a cabinet  of  direc- 
tions which  tells  him  what  to  do  at  each  step  and  refers  him  cohstantly  to 
the  exact  points  which  he  needs  in  the  Guide  Book,  which  is  the  most 
complete  and  best  arranged  manual  we  have  ever  seen  and  which,  used  as 
it  is,  serves  much  the  same  purpose  as  a teacher  standing  constantly  at  the 
student’s  elbow  to  answer  questions  or  warn  against  errors. 

The  cabinet  of  directions  is  one  of  the  admirable  parts  of  this  system. 
Under  a glass  cover,  the  student  sees  full  directions  for  a half-dozen 


34 


transactions.  After  performing  these,  he  may  turn  a button  and  roll  the 
directions  forward  a little  farther,  finding  new  directions,  and  so  on.  He 
never  knows  what  his  next  lesson  will  be  any  more  than  a business  man 
knows  what  trades  he  will  make  to-morrow.  After  he  lias  performed  any 
set  of  operations  and  rolled  the  directions  out  of  sight,  he  can  never  see 
them  again,  for  the  button  does  not  turn  backward.  This  is  just  as  it  is 
when  a merchant's  customers  pass  out  of  his  store  beyond  recall,  and  the 
student  thus  learns  just  as  in  actual  business  to  make  careful  and  reliable 
day-book  entries.  No  two  students  have  the  same  set  of  directions. 

By  actual  experience  the  student  learns  the  use  of  Journal,  Day- 
book, Cash-book,  Ledger,  invoices,  bills,  notes,  drafts,  checks,  becomes 
familiar  with  the  nature  of  debits  and  credits,  and  becomes  expert  at 
making  out  proof-sheets,  balance  accounts,  balance  sheets,  etc.,  etc.,  just 
as  if  he  were  proprietor  or  book-keeper  of  some  real  business  firm. 

The  course  carries  the  student  on  through  all  of  the  common  kinds  of 
business.  He  keeps  the  books  of  one  house  for  business  representing 
months  or  years,  closes  out  that  business,  invests  the  capital  he  brings  out 
of  it  in  interests  of  some  other  kind,  learns  the  use  of  a new  set  of  books 
peculiarly  adapted  to  the  concern  whose  affairs  he  is  administering;  when 
familiar  with  the  usages  of  that  trade,  he  closes  out  again  and  passes  to 
another  line  of  trade, always  setting  up  his  new  establishment  with  the 
funds  derived  from  the  next  preceding,  keeping  all  claims  and  remaining 
responsible  for  all  debts  formerly  incurred . Thus  he  proceeds  through 
various  forms  of  retail  and  wholesale  merchandising,  sometimes  alone  and 
sometimes  in  partnership,  gains  experience  in  the  commission  business,  in 
real  estate,  in  railroading,  banking,  etc.,  learning  the  books- and  methods 
each;  until,  at' the  end  of  his  course,  he  is  a competent  book-keeper  pre- 
pared to  take  a position  in  any  line  of  business  in  which  he  may  find  an 
opening.  And,  if  he  has  ordinary  ability  and  has  employed  his  time  well 
in  school,  he  will  not  fail  to  find  one,  for  the  world  is  still  demanding 
more  fully  competent  workers  to  fill  important  places  and  the  one  who  is 
thoroughly  prepared  with  a thorough  general  education  and  a special 
business  education  together,  such  as  he  may  obtain  here,  will  be  able  to 
take  advantage  of  opportunities  and  will  rapidly  rise  to  such  a position 
as  his  ability  deserves,  even  though  he  begin  as  chore  boy. 

Always  heretofore  we  have  felt  that  there  was  something  not  alto- 
gether as  practical  as  might  be  desired  about  the  methods  of  business 
training  ordinarily  in  use  in  schools,  but  that  feeling  has  been  removed 
now.  The  excellence  and  charm  of  the  Ellis  system  are  such  as  to  stir  up 
enthusiasm,  even  in  those  who  are  very  little  acquainted  with  commercial 
training,  as  soon  as  they  investigate  its  merits,  and  to  make  a course  of 
business  training  seem  desirable  for  any  one  no  matter  what  vocation 
in  life  he  may  intend  to  follow.  The  recommendations  of  the  system 


35 


which  are  given  by  dozens  of  reliable  men  who  have  made  thorough  trial 
of  it  are  nothing  less  than  surprising  in  their  enthusiasm.  If  you  wish  to 
know  more  about  it,  write  us  for  further  information  and  copies  of  testi- 
monials. 

Another  feature  worthy  of  mention  is  the  correspondence  carried  on 
by  the  pupils  of  this  school  with  those  of  other  commercial  schools  in 
which  the  same  system  is  used.  This  business,  being  transacted  through 
the  post  office,  gives  actual  training  in  doing  business  with  other  cities  by 
mail. 

The  Commercial  Arithmetic  is  taught  especially  for  the  benefit  of 
students  of  ihis  course  and  gives  a thorough  advanced  course  in  business 
arithmetic,  especial  attention  being  given  to  short  and  practical  methods 
by  which  the  labor  of  ordinary  computations  may  be  reduced  to  the 
minimum  and  to  drills  by  which  accuracy  may  be  raised  to  the  maximum. 

Commercial  Law  is  indispensable  to  the  business  man  and,  as  every 
man  has  to  do  some  business  and  is  likely  to  make  serious  mistakes  if  he 
knows  nothing  of  law,  should  be  regarded  as  a study  ^desirable  for  any- 
body. The  student  is  made  familiar  with  all  forms  of  contracts  and  other 
legal  papers  and  with  the  laws  of  trade. 

Letter -writing  is  also  taught  as  a special  drill  in  connection  with  this 
course.  It  is  very  essential  to  the  business  man  to  be  able  to  write  a 
good  letter. 

The  other  branches  of  this  course  have  been  mentioned  on  pages  19, 
23,  29,  and  39. 

Remember  that  no  extra  tuition  is  charged  in  this  department.  The 
regular  tuition  of  ten  dollars  per  term  will  admit  you  to  all  the  classes  of 
this  course  and  sixteen  dollars  per  term  for  board,  four  to  six  dollars  per 
term  for  room-rent  and  about  eight  dollars  for  books  for  the  whole 
course  will  complete  your  expense.  Remember  too  that  you  will  here  be 
in  a school  where  there  are  higher  classes  and  where  you  will  have  a 
chance  to  measure  yourself  beside  others  of  greater  attainments  than  your 
own  and  to  associate  with  a much  more  cultured  class  of  students  than  in 
an  exclusive  commercial  school. 


Thoroughly  competent  graduates  can  find  good  positions.  All  of 
our  graduates  who  wish  positions  have  them.  Of  course,  we  do  not 
guarantee  our  graduates  positions — no  reliable  school  does  that;  but  we 
can  and  do  aid  them  greatly  in  finding  places. 


36 


MABEL  E.  BUNTEN 


This  department  has  been  for  some  time  in  charge  of  a graduate  of 
one  of  the  best  schools  of  art  in  this  country,  who  is  also  acquainted  with 
the  best  methods  of  teaching  art  as  practiced  in  several  of  the  best  schools. 


The  full  course  will  embrace  the  following  branches:  Drawing  and 
Perspective, Still-life  Studies  in  Oils  and  Water-colors,  Portrait  Work  in 
Crayon,  Pastel  Work,  Charcoal  Drawings,  Sketching  from  Nature,  Deco- 
rative Art,  India  Ink,  and  Illustrative  Work. 

Students  who  complete  this  course  will  be  able,  not  only  to  copy,  but 
also  to  make  for  themselves  original  sketches,  drawings,  and  paintings. 

The  time  required  to  complete  the  course  will  vary  from  one  to  two 
years  according  to  the  ability  and  time  of  the  pupil. 


Students  desiring  to  take  lessons  in  any  branch  of  art  but  not  to  com- 
plete the  course  may  take  any  number  of  lessons  in  any  branch  they 
choose,  and  the  instruction  will  be  adapted  to  their  needs. 


It,  should  be  remembered  by  regular  students  of  the  school  who  have 
some  taste  for  art  but  have  not  opportunity  to  take  a full  course,  that 
much  progress  can  be  made  by  taking  a single  lesson  each  Monday. 


For  the  benefit  of  teachers,  to  whom  some  knowledge  of  drawing  is 
getting  to  be  a necessity,  and  for  others  who  wish  to  learn  something  of 
the  art,  a drill  class  in  drawing,  free  to  all  the  students  of  the  school  is 
organized  each  term.  It  seems  almost  wonderful  to  observe  the  excellent 
results  derived  from  devoting  one  hour  a day  to  this  work  for  ten  weeks. 


Expenses. 


For  the  cost  of  tuition,  see  page  12.  Board  and  room-rent  are  fur- 
nished at  the  usual  rates.  (See  pages  IB  and  17.)  The  cost  of  paints, 
brushes,  and  other  materials  will  vary  with  the  kind  and  amount  of  work. 


38 


E.  C.  MILLS 


39 


In  our  drill  classes  a plain,  unshaded,  and  slightly  running  hand  is 
taught.  Position  of  the  body,  of  the  paper,  and  of  the  pen  are  the  first 
things  taught.  We  teach  muscular  movement,  the  easiest  and  most 
natural  way  of  writing,  by  which  students  write  easily  and  without  tiring 
the  muscles  of  the  body  or  hand,  the  letters  are  formed  accurately,  and 
the  whole  writing  has  the  smooth  and  uniform  appearance  so  much  desired 
by  businessmen.  Position  and  movement  are  the  fundamental  principles 
and  are  insisted  upon  until  correct  use  of  them  becomes  habitual. 

Each  letter  of  the  alphabet  is  taken  up  in  turn  and  analyzed  and 
properly  explained  by  the  teacher  to  the  class.  Attention  is  also  given  to 
the  combining  of  letters,  to  spacing,  slant,  and  many  other  small  matters 
which  from  time  to  time  suggest  themselves  to  the  instructor. 

There  are  two  or  three  regular  drill  classes  each  term. 


In  our  special  classes,  any  branch  of  ornamental  work  may  be  taken. 


P 


includes  Plain,  Running,  Shaded-base,  Back-hand,  and  Engrossed  Writ- 
ing, each  of  which  is  taught  and  executed  by  methods  and  move- 
ments peculiarly  adapted  to  their  construction.  Instruction  is  also  given 
in  Methods  of  Teaching  and  Blackboard  work. 


We  teach  how  to  make  graceful  curves,  how  to  shade  artistically,  how 
to  harmonize  tastefully,  how  to  make  Scrolls,  Quills,  Birds,  Swans, etc.,  and 
how  to  combine  Writing,  Lettering,  Drawing,  and  Flourishing  in  one  de- 
sign so  rs  to  produce  an  harmonious  whole. 


Engrossing 

consists  of  Plain  and  Engrossed  Writing,  Old  English,  German  Text, 
German  Round  Hand,  Lettering,  Pen  Drawing,  and  Designing. 

. Engraving*  ■ 

Is  explained,  and  instructions  given  for  preparing  drawings  for  it. 


4° 


MRS.  W.  M.  EVANS 


4i 


The  thorough  work  of  this  course  has  deservedly  made  it  one  of  the 
most  populnr  of  the  school. 

The  system  of  shorthand  used  is  Cross’s  Eclectic  which,  though  much 
newer  than  most  others  in  use,  is  extensively  used  in  amanuensis,  court, 
and  general  reportorial  work  on  account  of  its  simplicity  and  brevity, 
combining  as  it  does  the  most  excellent  features  of  all  other  systems.  It 
is  easier  and  much  more  quickly  learned  than  other  systems  because  it  has 
a more  simple  alphabet,  but  five  vowel  sounds,  very  few  exceptions  to 
rules,  no  letters  written  out  of  their  natural  order,  and  very  few  word 
signs,  is  easier  to  write  from  its  similarity  to  longhand  and  to  read  be- 
cause the  characters  can  be  more  perfectly  formed  at  a high  rate. 

As  the  method  of  individual  instruction  is  used,  pupils  may  enter 
the  class  at  any  time  with  equal  advantage. 

We  make  use  of  the  latest  style  of  the  Remington  Typewriter,  thus 
giving  the  student  practice  on  the  machine  in  most  general  use  in  this 
country  and  teaching  him  a key-board  which  is  in  use  on  several  other 
machines. 


Real  business  letters  are  taken  from  dictation  each  day  after  the  stu- 
dent becomes  able  to  take  at  a moderate  speed,  and  the  letters  are  returned 
to  the  office  from  the  typewriter.  Thus  the  student  is  daily  placed  under 
careful  criticism. 


Beginning  Term 

Shorthand 

Typewriting 

German 

[ Orthoepy 

Letter-writing 

Advanced  Term 

Shorthand  | 

Typewriting 

| Orthography 

Spelling 

Office  Dictat’n 

f&da&tlol). 


A diploma  is  granted  when  the  student  has  become  able  to  take  130 
words  per  minute  in  shorthand,  to  write  30  words  per  minute  on  the 
typewriter,  and  has  passed  the  required  examinations  in  the  general 
branches  of  the  course.  The  great  majority  of  the  students  of  this  school 
have  been  very  successful  in  filling  important  positions. 

See  Expenses  in  special  departments,  page  12. 


42 


E.  M.  WYCKOFF 


43 


This  includes  a thorough  course  founded  upon  the  experience  of  the 
modern  masters.  Special  attention  is  given  to  the  formation  and  de- 
velopment of  technique  in  all  its  phases.  Suitable  exercises  are  chosen 
for  the  pupil  at  every  stage  of  his  development.  Along  with  this 
technical  development,  the  musical  nature  is  not  neglected,  but  is  culti- 
vated by  a constant  study  of  pieces  from  the  simplest  to  themosf  difficult. 

The  compositions  of  the  masters  for  the  piano  may  be  divided  into 
four  great  schools  for  the  drill  of  the  piauist: 

1.  The  Polyphonic  School , requiring  several  distinct  melodies  to  be 
played  at  the  same  time  with  different  degrees  of  power  in  all  voices. 

2.  The  Passage  School,  or  compositions  in  which  passages,  runs, 
etc.,  compensated  for  the  lack  of  sustaining  power  in  the  old  pianos. 

3.  The  Song  School,  in  which  the  art  of  making  a melody  sing  is  the 
supreme  difficulty. 

4.  The  Virtuoso  School , in  which  power  and  brilliancy  of  execution 
are  the  chief  requisites. 

Most  pianists  are  specialists,  but  our  aim  is  to  develop  an  equal  pro- 
ficiency in  all  schools. 

Tfjeofetic&I  Instruction. 

This  includes  a thorough  course  in  harmony,  counterpoint,  musical 
form,  and  composition.  (Polka,  Waltz,  Mazurka,  Impromptu,  Nocturne, 
March,  Scherzo,  Minuet,  Rondo,  Sonate,  etc.) 


Graduates  in  the  piano  department  must  be  able  to  play,  to  the  satis- 
faction of  the  faculty,  a few  pieces  of  the  great  composers  in  the  four 
schools  herein  named  and  must  have  acquired  considerable  proficiency  in 
sight  singing  and  harmony.  It  will  take  the  average  student  two  years 
to  complete  the  course. 

Graduates  in  theory  must  have  a knowledge  of  harmony,  counter- 
point, and  musical  form,  and  must  be  proficient  in  sight  singing. 

Expense!., 

See  rates  of  tuition  on  page  12,  of  board  on  page  13,  and  of  room- 
rent  on  page  17. 


44 


MRS.  C.  M,  WYCKOFF 


45 


This  is  a thorough  course  both  technically  and  musically.  Special  at- 
tention is  given  to  developing  the  voice  and  to  teaching  students  correct 
breathing,  perfect  enunciation  of  vowels  and  consonants,  and  placing  the 
voice.  The  pupil  is  taught  the  music  of  the  masters  in  the  different  vocal 
styles;  the  Ballad,  the  German  Lied,  the  Oratorio,  the  Opera,  etc. 

This  language  is  taught  to  those  who  are  taking  the  course  in  voice 
culture  as  well  as  to  others  who  may  desire  to  join  the  class  with  them. 


This  is  a drill  free  to  all  students  of  the  school  and  a part  of  the  regu- 
lar Teachers’  Course.  The  class  devotes  to  the  work  a whole  hour  twice 
a week,  the  hour  being  partly  occupied  with  instruction  in  theory  and 
partly  with  drill  in  singing.  Time  is  taught  by  a system  based  upon  the 
feeling  of  regular  pulsations,  and  tune  by  the  principles  of  tone  relation- 
ship and  also  by  the  “Do,  re,  mi”  system. 

Music  In  public  Schools. 

It  is  now  coming  to  be  a common  requirement  of  teachers  to  con- 
duct '4the  practice  of  music  in  their  schools  of  all  grades,  even  in  schools 
in  which  the  lessons  are  given  by  a special  teacher.  Therefore,  at  times 
when  the  class  in  sight  singing  is  made  up  mostly  of  teachers,  a course  is 
given  which  is  specially  adapted  to  the  training  of  teachers  to  conduct 
such  work  in  public  schools. 


Vocal  graduates  must  be  able  to  sing  well  a few  pieces  of  the  great 
composers  and  to  give  one  recital  in  public  with  selections  both  in  Eng- 
lish and  Italian  from  oratorio  and  opera;  they  must  be  proficient  in  sight 
singing  and  able  to  read  Italian.  The  average  student  can  complete  this 
course  in  two  years. 


© 


For  rates  of  tuition  see  page  ^2;  of  board,  page  13;  and  of  room- 
rent,  page  17. 


46 


MRS.  LUNETTE  A.  HIGGINS. 


47 


The  constant  building  of  new  railroads  and  the  great  extension  of 
our  telegraphic  system  are  creating  employment  for  thousands  of  new 
operators  every  year.  The  operation  of  a telegraph  is  not  a difficult  mat- 
ter to  understand  and  any  one  with  average  ability  and  the  necessary 
energy  can  become  a good  operator.  Commercial  telegraphy  is  especially 
suitable  for  ladies,  as  it  furnishes  pleasant,  remunerative,  and  permanent 
employment.  Two-fifths  of  the  operators  in  the  United  States  are  ladies. 

The  salary  paid  to  an  operator  in  this  country  is  from  $40  to  $100  per 
month,  according  to  his  skill  and  the  importance  of  the  office.  There  is 
always  an  opening  for  skilled  operators.  Students  who  work  zealously 
and  become  a little  better  than  the  average  operator  will  find  places  open. 
We  aid  our  students  in  every  way  possible  to  find  profitable  positions. 

Tl|®  |JolIf$69 

In  the  Preparatory  Department,  the  student  is  taught  to  send  and  re- 
ceive by  sound.  Railroad  and  Commercial  Telegraphy,  Railroad  Station 
Service,  and  Electrical  Engineering. 

In  the  Actual  Business  Department , to  which  the  student  goes  when 
he  has  completed  the  preparatory  course,  he  does  actual  message  work,  re- 
ceiving and  transmitting  messages,  receiving  pay  for  them  in  college  cur- 
rency, and  keeping  the  records  the  same  as  in  regular  offices.  Upon  the 
completion  of  this  work,  the  student  is  ready  to  hold  a position . 

The  course  may  be  completed  in  from  four  to  five  months.  Some  few 
complete  it  in  less  time.  Students  are  required  to  practice  eight  hours 
per  day  and,  by  diligent  use  of  this  time,  they  can  advance  rapidly. 


The  student  is  granted  a diploma  when  he  has  completed  the  course, 
can  send  correctly,  and  can  receive  thirty  words  per  minute. 


Noschool  can  have  better.  The  department  is  furnished  in  first-class  style 
with  all  the  instruments,  apparatus,  etc.,  used  in  any  telegraph  office. 

Expenses* 

See  pages  12,  13,  and  17. 

Business  penmanship,  vocal  music,  and  debating  are  free. 


48 


Very  t'ew  rules  of  conduct  are  laid  down  and  these  relate  to  class  at- 
tendance and  to  the  conduct  in  rooms  necessary  to  give  to  all  full  oppor- 
tunity to  pursue  their  studies  undisturbed.  Beyond  these  matters,  the 
general  principle  applies  that  each  student  is  expected  to  be  a lady  or  a 
gentleman  and  to  observe  such  morality,  decorum,  and  propriety  in  all 
their  behavior  as  are  becoming  to  such  characters.  Any  conduct  not  in 
harmony  with  this  requirement  is  considered  sufficient  cause  for  dismissing 
any  student  from  the  school.  The  school  owes  its  best  efforts  to  those 
who  desire  to  rise,  and  will  clear  itself  promptly  of  any  who  hinder  its 
progress  by  foolish  or  malicious  conduct.  Those  who  room  at  private 
houses  are  held  no  less  strictly  obligated  to  good  behavior  than  those  in 
the  college  dormitories. 

Those,  also,  who  habitually  neglect  study  will  not  be  kept  in  school. 

Any  special  requests  of  parents  will  be  observed. 

Short  talks  or  general  lectures  on  topics  relating  to  manners  and  mor- 
als are  frequently  given  by  members  of  the  faculty  at  morn  mg  exercises. 


of  the  student  depends  upon  what  he  is  and  what  he  does,  not  upon  wealth, 
family,  or  style  of  living.  Rich  and  poor  are  equally  welcome;  poverty 
will  not  prevent  any  one  from  rising  in  his  classes  and  winningthe  esteem 
of  classmates  and  teachers,  nor  will  wealth  purchase  honor  for  any  one 
whose  behavior  does  not  merit  it.  Hard  students  stand  high;  players  and 
fops  receive  little  admiration.  From  the  first,  we  have  endeavored  to 
make  it  plain  that  only  such  people  as  have  a disposition  to  do  well  are 
invited  to  the  school  and  we  have  been  so  well  understood  thatthe  students 
form  a body  of  young  people  to  be  justly  proud  of  . The  social  relations 
of  the  school  are  very  pleasant,  but  it  is  always  impressed  upon  the  stu- 
dent that  the  college  is  a place  for  business  before  pleasure. 


is  of  the  best.  The  high  standard  of  public  opinion  among  the  students 
which  honors  merit,  dignity,  and  gentle  behavior  and  looks  with  disfavor 
upon  those  guilty  of  rudeness,  coarseness,  or  any  behavior  that  shows 
carelessness  of  reputation  or  lack  of  moral  principle  makes  it  so.  Then, 
this  condition  is  favored  by  the  location  in  Budinell,  a quiet  town  with 
no  saloons,  and  as  few  temptations  as  can  be  found  anywhere.  Students  are 
encouraged  to  attend  church  and  Sunday  school  and  many  of  our  teach- 
ers are  actively  engaged  in  the  work  of  these  organizations.  There  are 
seven  churches  in  Bushnell  and  students  select  the  ones  they  prefer. 


49 


The  Normal  Literary  Society  has  been  in  existence  several  years,  and 
rarely  fails  to  give  an  entertaining  and  instructive  program  and  to  attract 
a full  audience  on  Saturday  evening.  This  society  is  managed  entirely  by 
students  and  offers  an  opportunity  for  practice  in  speaking,  reciting,  rea- 
soning, and  literary  work  in  general  which  should  nor  be  neglected  by  any 
student  who  can  find  time  to  devote  to  the  work. 

The  Y.  M.  C.  A.  has  for  years  had  a college  organization  here  in 
which  “the  boys”  associate  for  mutual  helpfulness  in  religious  and  moral 
matters  and  for  the  sake  of  helpfulness  to  others.  Their  devotional  meet- 
ings aie  held  on  Sunday  afternoons.  A regular  course  of  Bible  reading 
and  study  is  systematically  carried  on  in  this  society. 

The  Y.  W.  C.  A.  has  a similar  organization  which  is  conducted  in  a 
somewhat  similar  manner.  Their  meetings  are  held  at  12:30  Sunday 
afternoon,  and  they  also  conduct  regular  Bible  study. 

The  Weekly  Prayer-meeting  is  conducted  by  the  two  societies  and  oc- 
curs regularly  on  Thursday  evenings  at  6:30. 

The  King’s  Daughters  have  an  organization,  just  effected. 

The  students  find  organizations  of  the  Christian  Endeavor,  Epworth 
League,  and  other  similar  associations  in  the  churches  of  the  town. 

. Eptert&inme&ts. 

Entertainments  of  real  value  are  abundantly  provided.  A large  num- 
ber of  th9se  are  free.  Among  these,  are  the  Saturday  evening  programs  of 
the  Normal  Literary  Society,  the  recitals  by  the  Elocutionary  and  Music 
classes  and  displays  by  the  Art  Department  which  are  given  occasionally, 
the  lectures  given  near  the  middle  of  each  term  by  members  of  the  Teach- 
ers’ and  Scientific  classes,  the  regular  term  sociables  (held  in  the  Chapel, 
one  near  the  beginning  and  one  at  the  end  of  each  term),  the  President’s 
receptions,  and  the  Picture  Sociables  given  by  the  Vice-President.  These 
are  all  valuable  social  and  educational  privileges. 

Other  entertainments  of  the  highest  order  are  often  offered  at  ordi- 
nary prices.  The  school  and  the  literary  society  have  provided  lectures 
by  some  of  the  greatest  lecturers  of  America.  A first-class  musical  enter- 
tainment or  an  excellent  drama  is  occasionally  presented,  but  students 
must  remember  that  not  every  show  that  comes  to  town  is  worthy,  that 
some  are  positively  degrading,  and  that  attendance  at  such  will  lose  them 
the  respect  of  the  better  class  of  students  and  not  be  countenanced  by  the 
management.  Those  who  avoid  the  worthless  will  be  able  to  hear  the  best. 

Minor  entertainments  which  are  altogether  worthy  are  occasionally 
given  by  churches,  charitable  organizations,  etc.,  at  very  small  prices. 


50 


Inasmuch  as  we  find  that  each  of  several  schools  makes  claim,  in 
advertising,  to  exclusive  possession  of  the  very  same  points  of  excellence, 
each  in  the  superlative  degree,  we  are  led  to  suspect  that  some  of  them 
are  mistaken.  We  do  not  wish  to  add  another  to  the  list  of  these  claim- 
ants, recognize  the  possibility  that  some  other  school,  somewhere,  may  be 
doing  as  good  work  as  the  Western  Normal  and  the  fact  that  the  majority 
of  schools  are  doing  much  good  work;  yet,  we  wish  to  make  mention  of  a 
few  points  in  the  plans  and  conditions  of  this  school  which  seem  to  us  to 
maxe  it  preferable  to  those  other  good  schools  for  the  educational  needs 
of  most  people. 

Country  schools  can  not  do  enough  for  their  advanced  pupils. 

Town  schools  do  not  do  as  well  as  the  normal  for  their  pupils,  are 
liable  to  be  failures  from  change  of  teachers  any  year,  and  are  just  as  ex- 
pensive to  country  pupils  as  is  the  college. 

Old-line  colleges  are  behind  the  times  in  many  ways,  are  expensive, 
and  are  infested  by  many  idle  or  vicious  pupils  who  go  to  school  “for  the 
name  of  it”  dr  are  sent  by  parents.  The  normal  is  up  with  the  times  and 
its  students  are  earnest  young  people  who  come  to  school.  Many  of  them 
have  earned  their  own  money,  know  the  value  of  money  and  time,  and 
are  thus  excellent  examples  for  others. 

Church  and  state  schools  are  managed  by  faculties,  often. themselves 
unmanageable  and  at  variance  within  themselves,  and  these  faculties  are 
supposed  to  be  directed  by  boards  of  trustees  whose  members  are  scattered 
through  much  territory,  who  were  appointed  for  many  reasons  other  than 
their  practical  knowledge  of  schools,  and  who  have  little  personal  in- 
terest in  the  prosperity  of  the  institutions  they  control.  Instructors  are 
appointed  through  favoritism  or  from  motives  of  policy  and  do  not  easily 
lose  their  positions  on  account  of  incompetence.  The  size  of  their  salaries 
does  not  depend  so  directly  upon  their  efforts  as  in  this  school  and  they 
therefore  have  not  as  many  motives  to  work  as  well  as  possible.  Those 
entrusted  with  the  expenditure  of  money  are  hot  likely  to  administer  it  as 
carefully  as  if  it  were  their  own,  and  incomes  from  endowments  and  state 
aid  disappear  in  high  salaries  for  small  services',  other  useless  expendi- 
tures, and  free  tuition  to  favored  classes  of  students,  without  giving  any 
additional  excellence  to  the  school  or  benefiting  the  student.  Through  so 
unwieldy  a management,  any  changes  of  plan,  no  matter  how  plainly 
necessary,  are  effected  slowly  and  with  difficulty.  This  school  is  managed 
by  two  persons  who  understand  all  of  its  affairs,  are  personally  interested 
in  them,  devote  their  whole  time  to  the  work,  make  all  necessary  deci- 
sions promptly,  employ  teachers  only  so  long  as  they  benefit  the  school, 
do  the  best  work  possible  because  the  school  is  their  only  interest  and 


5i 


must  be  good  even  if  making  it  so  involves  present  self-sacrifice,  and  ob- 
tain the  greatest  possible  results  from  all  the  means  employed.  Many 
schools  will  speak  of  their  endowments;  one  hundred  paying  students  are 
as  good  as  $100,000  endowment,  and  personal  interest  and  energy  some- 
times are  worth  as  much  more. 

Exclusive  commercial  schools  are  narrow,  expensive,  and  usually 
situated  in  large  cities  where  the  moral  influences  are  as  bad  as  can  be. 
This  school  gives  greater  breadth  of  work  and  of  association  at  a moder- 
ate price  and  places  the  student  under  excellent  moral  influences. 

State  normal  schools  would  like  to'  have  their  students  educated  be- 
fore coming  to  them  and  impart  academic  instruction  only  because  they 
must, desiring  to  confine  their  work  to  teaching  principles  and  methods  of 
teaching,  regarding  theoretical  instruction  as  their  first  duty.  This  school 
expects  to  educate  its  pupils  and  to  teach  them  to  teach  at  the  same  time 
that  they  are  receiving  their  academic  instruction,  regarding  thorough 
knowledge  of  the  branches  to  be  taught  as  the  first  essential.  Our  gradu- 
ates have  less  theoretical  knowledge  of  teaching  but  broader  education, 
more  individuality  and  independence,  and  succeed  at  least  as  well. 

Many  small  local  select  schools  are  called  normal 'schools.  Those  who 
have  been  acquainted  with  such  normal  schools  only  may  not  understand 
the  great  difference  between  their  advantages  and  those  of  the  Western 
Normal  unless  they  investigate  the  latter. 

Again,  some  schools  larger  than  this  do  poorer  work,  placing  even 
Hundreds  of  students  in  some  single  classes  and  employing  many  teachers 
whose  qualifications  are  much  below  what  would  naturally  be  expected  of 
schools  of  such  size  and  reputation.  Some  schools  depict  their  advan- 
tages in  such  glowing  colors  that  students  acquainted  with  all  the  facts 
and  comparing  them  with  their  representation,  regard  the  catalogue  as  a 
rare  humorous  production  or  work  of  fiction.  Yet  they  continue  to  at- 
tract large  numbers,  new  students  supposing  the  school  must  be  good  be- 
cause so  many  have  been  there  and  their  presence  in  turn  attracting 
others,  the  school  moving  forward  not  by  its  present  excellence  but  by 
its  acquired  momentum. 


52 


Do  you  want  to  do  the  best  you  can  for  your  children 1 Of  course, 
we  know  that  you  do,  and  we  presume  that  one  of  the  advantages  you 
wish  to  give  them  is  the  most  useful  education  possible.  You  are  only 
considering  what  is  best  and  what  you  can  afford.  We  believe  that  it  will 
be  more  advantageous  for  nearly  all  of  the  young  people  to  whom  this 
catalogue  is  sent  to  attend  the  Western  Normal  than  to  use  any  other 
means  within  their  reach  for  promoting  their  educational  interests.  Will 
you,  if  interested  in  choosing  a school,  kindly  investigate  the  plans  of  this 
school  as  set  forth  in  this  book  with  a view  of  determining  whether  or 
not,  in  your  judgment,  we  are  right  in  this  claim?  Remember  that  you 
may  rely  on  the  exactness  of  all  statements,  for  we  have  used  great  care 
to  make  them  plain  and  accurate. 

Had  you  thought  of  letting  the  children  attend  the  country  school  a 
while  longer  f Are  they  not  nearly  alone  in  the  upper  classes  of  the  home 
schools?  Do  they  not  lack  the  stimulation  to  effort  which  would  arise 
from  the  friendly  rivalry  of  other  students  as  good  as  themselves?  Are 
they  any  further  advanced  this  winter  than  they  were  last  year  or  the 
year  before?  Is  not  nearly  all  of  the  teacher’s  time  taken  by  the  younger 
pupils  who  form  the  body  of  the  school,  leaving  quite  short  recitation 
hours  for  the  advanced  pupils?  Can  your  district  pay  a salary  large 
enough  to  secure,  in  every  case,  as  able  a teacuer  as  you  would  like?  Are 
there  not  home  duties  and  temptations  to  pleasure  which  interfere  with 
the  studying  which  advanced  pupils  should  do  outside  of  school?  Is  the 
school-house  so  distant  that  regular  attendance  is  made  difficult,  especially 
for  your  daughters?  In  this  school,  the  student  has  all  of-his  time,  except 
that  which  he  needs  to  use  for  exercise,  for  school  work,  has  specialists  as 
his  teachers  in  every  branch,  has  long  recitations,  and  strong  classes  to 
work  with.  Keeping  a bright  student  of  fifteen  or  older  in  the  country 
school  is  wasting  the  most  of  his  time. 

Had  you  thought  of  sending  to  the  nearest  town  schools  Do  you 
think  it  a better  school  than  the  Western  Normal?  Do  you  think  they  can 
advance  as  rapidly  there?  Will  you  not  have  to  pay  rates  of  board  and 
tuition  equal  to  or  greater  than  expenses  here?  If  new  teachers  have  been 
engaged,  is  it  not  uncertain  whether  that  school  will  be  as  good  as  it  was 
last  year? 

Had  you  thought  of  sending  to  a university  or  classical  college  f Can 
they  have  a six  or  seven  years’  course?  If  not,  the  practical  course  of 
this  school  will  be  worth  much  more  to  them  than  one,  two,  or  three  years 
of  the  university  course.  Besides,  the  most  of  the  preparatory  work  is 
better  done  here  than  in  the  preparatory  classes  of  the  classical  colleges, 


53 


because  these  preparatory  classes  in  most  colleges  are  usually  left  to  young 
students  who  are  thus  making  their  way  through  the  upper  classes  and  to 
other  lower  teachers,  while  we  regard  the  fundamental  branches  as  of  the 
greatest  importance  and  employ  the  best  teachers  to  teach  them. 

Do  you  feel  that  you  want  to  keep  them  at  horned  This  is  perfectly 
natural,  but  we  do  not  believe  you  would,  for  the  pleasure  of  keeping 
them  near  you,  deprive  them  of  advantages  which  you  can  afford  to  give 
ihem  and  which  you  know  they  ought  to  have.  Besides,  it  will  be  only  a 
few  years  until  they  will  leave  you  in  one  way  or  another,  and  it  will  be 
better  for  them  to  go  well  educated. 

Do  you  fear  to  send  them  away  from  home  alone  f We  well  know  that 
the  school  cannot  fully  take  the  place  of  the  perfect  home,  but  it  is  made 
as  much  like  a big  home  as  possible.  Students  are  allowed  to  lack  no 
needed  care;  a reliable  person  superintends  each  section  of  the  dormitories 
and  sees  to  it  that  no  disorder  exists;  experienced  nurses  are  at  hand  to 
take  care  of  any  case  of  sickness  that  may  occur;  teachers  and  wives  of 
teachers  make  themselves  the  friends  of  the  students  and  render  them 
many  kindly  services;  experienced  ladies  among  these  give  their  especial 
attention  to  the  young  ladies  and  make  a regular  business  of  seeing  that 
they  receive  the  friendly  advice,  sympathy,  and  instruction  as  to  the  care 
of  their  health  which  they  so  frequently  need.  The  management  of  such 
daily  affairs  as  are  left  to  the  students  is  a very  beneficial  experience.  Noth- 
ing will  develop  strength  in  young  folks  so  much  as  being  thrown  upon 
their  own  responsibility,  and  school-life  gives  the  most  of  them  their 
first  experience  in  taking  care  of  themselves  and  gaining  that  self-reli- 
ance without  which  they  can  never  become  truly  men  and  women. 

As  t.0  moral  influences,  you  may  feel  nearly  as  safe  as  if  they  were  at 
home.  You  have  all  sorts  of  people  in  your  home  neighborhood;  the 
school  is  a select  gathering  of  young  people  who  have  high  aims.  All  of 
the  good  influences  usually  found  anywhere  are  here  and  few  of  the  bad 
ones.  No  serious  misbehavior  or  immorality  has  ever  in  the  history  of 
the  school  disgraced  it  or  its  students.  Very  few  occasions  for  severe 
discipline  have  ever  arisen.  We  keep  students  busy,  give  them  the 
largest  practical  measure  of  liberty,  hold  them  responsible  for  the  right 
use  of  it,  and  find  that  responsibility  develops  strength  of  character.  A 
boy  or  girl  reared  to  the  age  of  fifteen  with  right  principles  will  be  no 
more  likely  to  depart  from  rectitude  in  school  than  at  home.  Yet,  you 
may  be  sure  we  will  let  you  know  or  send  your  children  home  if  we  have 
reason  to  believe  they  are  in  danger  of  harm  from  any  evil  influence. 

Are  you  hesitating  on  account  of  the  expensed  You  will  see  that  this 
is  small  and  should  also  consider  that  the  real  expense  caused  by  sending 
to  school  is  only  the  difference  between  the  amount  of  school  expenses 
and  the  expense  of  living  at  home.  This  is  quite  small. 


54 


To  prospective  Students. 

We  want  students  who  mean  business , who  have  industry  and  fixed- 
ness of  purpose,  who  have  a desire  to  do  right  and  make  the  most  possible 
of  ability  and  opportunities.  If  this  is  your  desire,  we  want  you.  ‘*Come 
with  us  and  we  will  do  you  good.” 

Let  no  one  suppose  he  cannot  afford  an  education.  A very  poor  per- 
son can  get  together  means  to  pay  for  one  term  of  schooling,  the  educa- 
tion gained  by  that  will  enable  him  to  earn  more  easily  the  means  to  pay 
for  another  term,  and  so  on. 

Don’t  think  you  are  too  young  if  you  are  fifteen  and  have  a desire  to 
learn,  or  too  old,  no  matter  what  your  age,  if  you  have  not  lost  that  desire. 

Don’t  think  you  do  not  know  enough.  You  will  find  others  as  back- 
ward as  yourself  and  will  find  good  beginning  classes  in  all  branches. 
“■You  can  never  begin  younger.”  Begin  now. 

Be  present,  if  you  can,  at  the  opening  of  the  term;  if  you  can  not 
come  then,  come  as  soon  as  you  can  and  you  will  find  classes  to  suit  you 
at  any  time.  Do  not  waste  valuable  time  waiting  for  the  opening  of  an- 
other term. 

Come  prepared  to  devote  yourself  wholly  to  school  work  , determined 
to  succeed,  and  disposed  to  think  for  yourself.  The  most  of  your  study- 
ing will  be  done  at  your  own  room  and  your  success  will  depend  largely 
upon  the  wisdom  with  which  you  conduct  the  details  of  your  daily  life. 
At  the  first  of  each  term,  lay  out  a daily  program  of  study,  recitation, re- 
creation, etc.  and  adhere  to  it  as  strictly  as  you  can.  Do  not  visit  other 
people  too  much.  Have  no  hesitancy  about  requesting  a loafer  to  leave 
your  room  that  you  may  study;  if  his  friendship  is  worth  having,  he  will 
respect  you  for  wanting  to  work;  if  not,  you  would  better  be  rid  of  him. 
Do  not  annoy  your  room-mate.  Remember  that  good  instruction  alone 
will  not  make  a good-scholar  of  you,  that  entering  college  will  not  make 
you  a student  without  your  own  efforts,  and  that  a good  excuse  will  nev- 
er make  up  wasted  time  or  a lost  lesson. 

Do  not  try  to  do  everything  in  one  term.  It  will  pay  you  best  to 
take  only1  the  right  number  of  studies  and  do  the  work  well.  Three  reg- 
ular studies  and  two  drills- -or  four  regular  studies  will  make  full  work. 
Penmanship,  vocal  music,  debating,  spelling,  reading,  drawing,  and  phy- 
sical culture  are  drills.  « 

Remember  that  any  recommendation  from  us  will  mean  something . 
See  remarks  on  courses  of  study,  page  11. 

Our  advertising,  too,  means  just  what  it  says.  We  have  a good 
school  and  try  to  represent  it  fairly,  mentioning  every  important  point 
of  information  plainly.  Read  this  catalogue  carefully  and  you  will  un- 
derstand our  plans  well;  then  come  to  school  and  you  will  not  be  disap- 
pointed. 


55 


We  are  frequently  in  receipt  of  letters  from  old  students  in  which  they 
incidentally  express  their  appreciation  of  the  work  of  the  school.  As  the 
following'  extracts  are  from  private  letters  which  were  written  by  people 
who  had  had  no  hint  that  any  parts  of  them  would  be  used  for  advertis- 
ing purposes,  and  who  have  given  no  permission  for  using  them  thus,  no 
names  are  given;  yet,  it  will  be  seen  that  expressions  so  selected  will  show 
much  more  clearly  the  natural  drift  of  thought  than  if  they  were  from  let- 
ters expressly  prepared  for  such  a purpose. 


(From  one  who  has  spent  one  term  in  school.) — “After  consulting  the 
catalogues  of  many  schools,  I believe  Bushnell  comes  nearer  suiting  my 
wants  than  any  other.  As  to  myself,  I’m  sure,  of  my  seven  terms’  work, 
this  has  been  the  most  gratifying  to  me.  I found  in  all  grades  I had  re- 
ceived many  good  hints  while  at  Bushnell.  I can,  and  do,  recommend  the 
W.  N.  C.  to  all  the  young  people  of  my  acquaintance  who  I know  are 
thinking  of  going  away  to  school.” 

“It  is  a pleasure  to  me  to  look  back  over  the  two  years  I spent  in  the 
Western  Normal.  I look  on  them  as  two  of  the  most  profitable,  as  well  as 
most  pleasant  years  of  my  life,  If  it  were  in  my  power  to  sell  it,  money 
could  not  buy  the  training  I got  there,  morally  as  well  as  mentally.” 

“I  have  been  attending  school  here  this  winter,  receiving  a diploma  at 
the  close,  graduating  in  the  common  branches.  I must  now  look  to  a 
higher  school  where  I can  push  forward  according  to  my  desire.  Having 
attended  a term  at  the  W.  N.  C.,  I know  what  a school  it  is  and  what  rapid 
progress  is  made  there  by  the  students.  I do  not  feel  capable  of  teaching 
yet,  but  hope  to  be  able  after  attending  two  or  three  terms  at  the  W.  N.  C.” 

“I  have  been  teaching  for  the  last  seven  months,  and  must  say  that  the 
benefit  I received  from  being  in  your  school  last  year  has  been  of  inesti- 
mable value  to  me  in  my  work  this  year.  I have  done  all  I could  to  per- 
suade others  that  they  should  take  at  least  the  summer  term,  that  they 
might  see  and  realize  their  need  of  normal  training.” 

‘kI  am  glad  to  believe  that  you  make  special  effort  to  do  more  than 
simply  to  instruct  your  pupils 'within  the  narrow  lines  of  their  specific 
studies;  that  you  try  to  direct  them  toward  high  ideals  of  true  and  noble 
manhood  and  womanhood — to  make  them  really  better  men  and  women.  I 
shall  ever  cherish  my  Alma  Mater , the  Western  Normal  College.  May  she 
become  a grand  institution  and  an  immense  power  for  good  in  the  land.” 


56 


“You  may  look  for  both  of  us  [self  and  sister]  up  there  winter  after 
next,  with  one  of  my  pupils*” 

“I  am  most  certainly  interested  in  your  school,  and  I am  glad  to  hear 
of  its  grand  success.  I tell  every  one  about  the  school.  I am  doing  all  I 
can  for  the  interest  of  the  school,  because  I think  it  deserves  success.  . 

My  school  is  progressing  nicely.  1 do  not  know  how  it  could  help  itself 
when  its  teacher  has  attended  two  terms  at  the  Western  Normal  College.” 

“I  always  will  consider  myself  well  paid  in  the  knowledge  that  I ob- 
tained at  the  Normal,  and  will  heartily  recommend  the  school.  I have 
seen  something  of  the  world  and  a great  many  people  of  all  kinds,  but 
have  never  enjoyed  being  in  a crowd  of  young  people  as  I did  the  stu- 
dents at  the  Normal.  There  was  the  best  class  of  young  people  attending 
the  Normal  I ever  saw  anywhere.  I like  to  speak  of  this  as  I appreciate 
good  company.” 

“I  feel  that  the  two  terms  I spent  there  have  profited  me  much. 

I have  enjoyed  my  vacation  very  much,  but  look  forward  with  pleasure 
to  the  time  when  I shall  take  up  my  studies  again.  Please  send  me  a cat- 
alogue. I have  given  mine  all  away.” 

“Although  with  you  but  a short  time, — five  months — I find  I am 
further  advanced  [in  telegraphy]  than  many  students  who  have  attended 
other  schools  much  longer,  which  I attribute  largely  to  my  thorough 
training  while  there.” 

“My  success  as  a teacher  I owe  wholly  to  the  the  instruction  received 
in  your  school.” 

“I  have  noticed  that,  while  a great  many  stenographers  in  the  city 
have  great  difficulty  in  getting  positions,  those  who  came  from  the  W.  N. 
C.  without  experience  found  work  at  once  and  have  remained  with  the 
same  firms  with  occasional  advances.  This  certainly  speaks  well  for  the 
school.” 

“I  think  anyone  can  get  value  received  at  the  W.  N.  C.  if  at  any 
place.” 

“I  feel  sure  there  is  no  place  where  I could  have  received  such  good 
instruction  and  small  expense  attached  to  it.” 

*‘I  shall  take  great  pleasure  in  recommending  the  W.  N.  C.  to  any 
who  think  of  attending  any  school.  I received  many  benefits  while  there, 
and  know  it  to  be  even  more  than  you  advertise  it.” 

“I  can  find  use  for  the  methods  acquired  there  every  day  in  the 
schoolroom .” 

“It  is  to  the  training  that  I received  in  your  school  that  I attribute 
my  success  in  teaching.” 

“I  can  truthfully  say  I do  not  think  it  can  be  surpassed.” 


57 


TiJct-boolfs  § 

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including  only  those  who  have  been  in  attendance  during  the  one  calendar 
year  ending  Oct.  1,  1893. 


MCDONOUGH  COUNTY,  ILL. 

MACOUPIN  COUNTY,  ILL. 

Albee,  Harry 

Maxwell.  Inez 

Armour,  Hardin 

Maxwell,  Lawrence 

Allen  Rosa 

McDonald,  Bert 

Arnold,  A. 

Meade,  Alice 

Anderson,  A.  S. 

McKinzey,  Amanda 

Bandy,  Robert 

Meng,  C.  F. 

Anderson,  Jasper 

Mills,  Julia 

Barnes,  Viert 

Murphy,  P.  H. 

Arter  Frank 

Miner,  Meredith 

Barnes,  Myrtle 

Miller,  John 

Barnes,  Anna 

Mull,  Minnie 

Bates,  Nannie 

Nothern,  W.  O. 

Berkshire,  Anna 

Musgrove,  Ahhie 

Buckles,  Verne 

Otwell,  W.  C. 

Bird,  Anna 

Mullen,  Pearl 

Culp,  F.  H. 

Patton,  Geo. 

Blackford,  Hattie 

Miner,  J.  A. 

Culp,  Mabel 

Rice,  Clarence  T. 

Bricker.  Florence 

Nance,  May 

Combs,  I.  R. 

Steidley,  Rose 

Cadwallader,  Will 

Newell,  Lulu 

Davis,  S.  W. 

Solomon,  Addie 

Cochran.  E.  C. 

Nebergall,  Carrie 

Duckies,  Myron 

Solomon,  E.  J. 

Crawford,  L.  E. 

Nankivel,  Fred 

Dugger,  Jas. 

Slater,  E.  W. 

Crowl,  Bertie 

Pearson,  Garnet 

Edwards,  Ella 

Snell,  Cora 

Durst  Cora 

Payne,  W.  E. 

Edwards  Wilburn 

Taylor,  R.  M. 

Derks,  Ida 

Pontious,  Clifford 

Flaherty,  F.  E. 

Vanbebber,  Willie 

Dodds,  E.  F. 

Randolph,  Ray 

Gleason,  Jos. 

Vanbebber,  Stella 

Dodds,  Tessa 

Ricketts,  Fannie 

Hartley,  O.  C. 

Ward,  Thos. 

Durham.  Loava 

Richards,  Carrie 

Hettick,  Lloyd 

Wilhite,  Austin 

Durham,  Pearl 

Ricketts,  Lucy 

Hicks,  A.  R. 

Woodman,  Loy 

Eymann,  Selma 

Roe,  S.  Ella 

Haven,  Ben 

Walker,  Jas.  A. 

Ferster,  W.  R. 

Ruebush,  Harry 

Hettick,  Wilse 

Whitlock,  Clarence 

Frederick,  Myra 
Graham,  Henry 
Gardner,  Bessie 

Scott,  Andrew 

Scott,  J.  Fred 

Smith,  C.  W. 

Hinkle,  E.  E. 

Haven,  Elsie 

White,  D.  E. 

Grigg,  Fannie 

Harris,  Blanche 

Snell,  Leona 

Snyder,  Matel 

FULTON  COUNTY,  ILL. 

Hand,  Mae 

Shafer,  S.  E. 

Barnes,  Willard 

Nelson,  Edna 

Havens,  Albert 

Spangler,  Ira  E. 

Brinkerhoff,  Bertha 

Newberry,  C.  I. 

Havens,  Rhoda 

Sperling,  Ollie 

Cook,  Geo. 

Prather,  William 

Haydter,  Fragk  R. 

Sperling,  Sara 

Coons,  Emma 

Smith,  Flo 

Herwig,  Lizzie 

Sperling,  Leon 

Danner,  H.  L. 

Schisler,  B.  F. 

Herring,  Della 

Stewart,  Frank 

Ebbert,  Emery 

Silver  Bertha 

Hunt,  Ortha 

Shafer,  Lena 

Edmondson,  Minnie 

Simonton.  Maud 

Haggerty,  Sarah 

Sperling,  Edna 

Endres,  Anna 

Sprague,  L.  T. 

Hughhank,  Anna 

Spiker,  Inez 

Everly,  Lizzie 

Sprenkle,  H.  W. 

Eewes,  Mrs.  G.  M. 

Stice,  Sylvia 

Evans,  Louis 

Sprenkle,  L.  W. 

Holden,  Hattie 

Tannehill.  Anna 

Fate,  Geo. 

Schenck,  Fannie 

Hunt,  Annie 

Vertrees,  Lillian 

Foster,  Harrison 

Taylor,  Mina 

Hunter,  Alice 

Walling,  Wilbur 

France,  Kersey  • 

Thomson,  W.  S. 

Jones,  Frank 

Walters,  E.  E. 

Grove,  Ethel 

Turner.  Sada 

Jones,  Mary  F. 

Watson,  Mary 

Horton,  Rose 

Tone  ray,  M. 

Kepple,  William 

Warntz,  Katie 

Hammond,  Leslie 

Wallick,  Richard  Jr. 

King,  Eugene 

Welch,  Anna 

Hobbs,  Eliza 

Warren,  May 

LeMatty.  Dayse 

Welch.  Mary 

Horton,  D.  A. 

Weese,  Archie 

Livingston,  Chester 

Wiley,  H.  M. 

Knott,  Robert 

Williams,  C.  C. 

Loomis.  Arthur  E. 
McElvain,  Edith 

Zook.  Jessie 

Lyon,  Ona 

McElroy.  G.  H. 

Zigler.  Z.  T. 

59 


GREENE  COUNTY,  ILL 


Allen,  Ollie 
Anderson,  Mena 
Borlin,  Jacob 
Burleson,  Ada 
Backus,  Rosa 
Canneday,  Julius 
Caswell,  Anna 
Hopkins,  Ada  G. 
Johnston,  Carrie 
Johnisee,  Frank 
King,  Alfred 
Morris,  Fred 
Rathgeber,  Jacob 

HANCOCK 
Anderson,  Ella 
Aldrich,  G.  W. 

Ayers,  Lula 
Ayers,  Allie 
Barnaty,  W.  B. 
Bross,  C.  E. 

Byler,  Etta 
Byler,  Alverta 
Cochran,  John 
Ensminger,  Mina 
Farnsworth,  J.  I. 
Jacks,  Beecher 
Kelly,  Blair 

ADAMS ( 


Reno,  Lester 
Ruyle,  Lucian 
Swires,  Bertha 
Stokes,  Lora 
Short,  Jennie 
Saxton,  Jos. 

Turner,  Cora 
Vanderveer,  Hattie 
Vanderveer,  Herbert 
Whitlock,  Dora  A 
Wood,  Jessie 
Ward,  Louise 
Watson,  C.  L. 
COUNTY,  ILL. 

Lane,  Ollie  G. 
Lockhart,  J.  L. 
Lockhart,  C.  H. 
McDougall,  Mrs.  F.  L 
McGill,  S.  A. 

McKee,  Lotta  G. 
McMahan,  B.  R. 
Musseter,  Edward 
Pittam,  Clem 
Ranck,  Lester 
Ranck,  N.  A. 

White,  Elmer 
Whitcomb,  J.  A. 
BOUNTY,  ILL. 


Aaron,  Wm. 
Aaron,  Anna 
Aleshire,  Leonard 
Beckett,  Cora 
Brosi,  Albert 
Buttz,  Ada 
Cain,  C.  L. 

Davis,  F.  M. 
Eigent'erg,  Anna 
Gibb,  Annie 
Groves,  Daniel 
Hughes,  Alma 
Hadsell,  Roy 


Inghram,  Birdie 
Jeffery,  Susie 
Likes,  Nellie 
Likes,  Lou 
Lawless,  Clay 
Naderhoff,  A.  D. 
Richards,  Ella 
Slipper,  G.  H. 
Smiley,  Ernest 
Schwartz,  C.  W. 
Thomas,  J.  L. 
Vandervoort,  Ola 
Wood,  G.  M. 


MASON  COUNTY,  ILL. 


Beimfohr,  Lena 
Bishop,  L.  W. 
Blakely,  Harry 
Davis,  Adeltert 
Devermann,  Wm. 
Dwyer,  Wm. 
Dwyer,  Maggie 
Harvey,  Harry 


Himmel,  Henry 
Kiesling,  Maggie 
Mahr,  Robt. 
Raridan,  Emma 
Robison,  W.  W. 
Tomlin,  Bertha* 

Van  Orman,  Bertha 


HENDERSON  COUNTY,  ILL. 


Brooks,  J.  C. 
Carothers,  R.  M. 
Carothers,  Eva  M. 
Gibb,  David 


Melkemson,  Elvina 
Musgove,'Cora 
Porter,  Lulu 
Stewart,  Ella 


WARREN  COUNTY,  ILL. 

Atkins,  Alberta  Livermore,  Bert 

Curry,  Lulu  Porter,  Chas. 

Birdsall,  Chas.  Reed,  Maud 

Carter,  Chas.  Reid,  Etta 

Dilley,  Asa  Reid,  Eva 

Krohn,  Harrison 

SCHUYLER  COUNTY,  ILL. 

Curry,  Beulah  Sellers,  H.  D. 

Curry,  Davis  Snyder,  Ollie 

King,  Wert  Snyder,  G.  W. 

Legg,  Frank  Whetstone,  Mattie 

Perkins,  C.  P.  Whetstone,  M.  Florence 

Saffer,  L.  B. 

TAZEWELL  COUNTY,  ILL. 

Black,  E.  E.  Lawler,  H.  F. 

Stolz,  Fred  Woodrow,  R.  S. 

Lawler,  L.  H. 

SANGAMON  COUNTY,  ILL. 

Barker,  Wilson  Hanna,  Mollie 

Barker,  L.  E.  Walters,  Elsie 

Doolin,  John 

MADISON  COUNTY,  ILL- 

Kayser,  J.  H.  Miller,  J.  E.  W. 

Miller,  Lydia 

PEORIA  COUNTY,  ILLINOIS. 

Harlan,  J.  G.  Scarcliff,  Chas. 

Harrison,  Frank  Snively,  H,  J. 

CASS  COUNTY,  ILL. 

Caldwell,  Katie  Spencer,  Anna 

Garner,  Gertie  Walter,  May 

MACON  COUNTY,  ILL. 

Cross,  J.  J.  Morrison,  Jay 

Linthicum,  M.  C. 

KANE  COUNTY,  ILL. 

Carson,  O.  A.  Himmel,  Edward 

BROWN  COUNTY.  ILL. 

Meteer,  Horace  Wessels,  Henry 

MORGAN  COUNTY,  ILL. 

Eagan,  Kitty  Hyde,  Katie 

PIKE  COUNTY,  ILL. 

Hollis,  D.  P.  Main,  Clara 


Anderson,  Alma Keokuk  County,  Iowa. 

Anderson,  Lucy. ..... .Coles,  County,  Illinois. 

Aired,  Myrtle Scott  County,  111. 

Bell,  A.  H Kit  Carson  County,  Colo. 

Bullard,  Bert  S Logan,  County,  Illinois. 


6o 


Crooks,  Bessie Van  Buren,  County,  Iowa. 

Caldwell,  Carrie Cumberland  County,  111. 

Colton,  W.  E Ford  County,  *• 

Cogswell,  Mina Saline  County,  Neb. 

Conant,  G.  U Saunders  County,  Neb. 

Chritton,  Loie Ford  County,  Kan. 

Carroll,  Calvin Jersey  County,  111. 

Deaderick,  Ernest Missouri. 

Duff,  T.  V Jackson  County,  111. 

Engleking,  C.  F Carroll  County,  “ 

Fairchild,  H.  S Shelby  County,  *• 

Gray,  Gertrude Knox  County,  “ 

Honefenger,  Ira Montgomery,  County,  “ 


Ireland,  Kate Ringgold  County,  Iowa. 

McFadden.  Geo.  N. ..Meagher  County,  Mont. 

Maxwell,  Anna Iowa. 

Nagel,  A.  J La  Salle  County,  111. 

Osborne,  F.  L Whitman  County,  Wash. 

Payne,  Blanche Henry  County,  Iowa. 

Seibel,  K.  B Bureau  County,  111. 

Stonebreaker,  Elsie Woodford  County  “ 

Sedwick,  E.  E Mercer  County,  111. 

Walsh,  Jas McHenry,  County,  “ 

Wilson,  W.  S Calhoun  County,  “ 

Wade,  P.  A Grant  County,  Wis. 


Se 


MCDONOUGH  COUNTY,  ILL. 

GREENE 

COUNTY,  ILL. 

Arter,  Grace 

Barber,  Lute 

Kelly,  W.  W. 

Lindsay,  Elisha 

Hopkins,  C.  G. 
Jackson,  Leslie 

Powell,  Thos. 

Cadwallader,  W.  H. 
Cochran,  E.  C. 

Markham,  W.  R. 

Parks,  Mrs.  Eva 

CHRISTIAN  COUNTY,  ILL. 

Camp,  Anna 

Pittenger,  Clarence 

Bickerdike,  J.  A. 

Irion,  A.  T. 

Comer,  G.  R. 

Pugh.  John 

Grundy,  C.  H. 

King,  Ellis 

Carlin,  Harry 
Crawford,  Tiner 

Roach,  Will  T. 

Saenger,  Julius 

WARREN 

COUNTY,  ILL. 

Dertinger,  J.  E: 
Dodds,  A.  W. 

Stephens,  J.  E. 

Stice,  F.  S. 

Rol  erts,  Grace 
Roberts,  H.  B. 

Tate,  Lillie 

Hagaman,  Ezra 

Wheeler,  R.  N. 

BROWN  COUNTY.  ILL. 

Heath,  F.  D. 

Jacobs,  Bert 

Young,  Augustus 

Reid,  Effle  M. 

Taylor,  R.  A. 

MACOUPIN  COUNTY,  ILL. 

Carver,  Katie 

Adams  County,  111. 

Carter,  L.  M. 

Hicks,  S.  F.  M. 

Campbell.  Minnie. 

— Henderson  County,  “ 

Comer,  R.  L. 

Jennings,  Chas. 

Burks,  F.  C 

Mason  County,  “ 

Dilliard,  W.  W. 

Loveless,  J.  B. 

Dahman,  Henry . . . 

Cass  County,  “ 

Drum  Ross 

Sams,  P.  E. 

Dunn,  C.  E 

Fletcher,  E.  S. 
Gillham,  F.  W. 

Woolley,  Dale 

Field,  Willard 

Groves,  W.  S 

Tazewell  County.  “ 

.Montgomery  County,  “ 

FULTON 

COUNTY,  ILL. 

Hitchings,  Eliza. . 
Haggard,  R.  J 

. . . Montgomery  County  “ 
Perry  County,  “ 

Cushman,  Lillie 

Silver,  Bruce 

Johnston,  E.  A 

Shelby  County,  “ 

Freiley,  J. 

Zimmerman,  B.  W. 

Johnston,  Emery. 

Freiley,  Z. 
Newberry,  W.  I. 

Zoll,  Ross 

Marlow,  S.  A 

McMillen,  Thos 

Grant  County,  Wis. 

— Whiteside  County.  111. 

HANCOCK 

COUNTY,  ILL. 

Osborn,  J.  M 

Poley,  Orville 

Madison  County,  “ 

Wallowa  County,1  Oregon. 

Datin,  Louis  V. 
Schildmann,  H.  H. 

Whitson,  Warren 

Sparks,  E.  S 

White,  Will  C 

Bureau  County,  111 

Mason,  County,  “ 

HANCOCK  COUNTY,  ILL. 
Barnaby,  B.  W.  McNeall.  Rosa 

Fordyce,  A.  W.  White.  Elmer 


MACOUPIN  COUNTY,  ILL. 
Burge,  R.  F.  Fletcher.  E.  S. 

Loper.  O.  B. 


MCDONOUGH  COUNTY,  ILL. 


ADAMS  COUNTY,  ILL. 


Anderson,  Prancy 
Breiner,  J.  F. 
Chambers,  Milton 
Cummings,  Ella 
Dertinger,  Jas. 
Edie,  Mamie 
Fleming,  Josie 
Hagaman,  C.  E. 

GREENE 

Drum,  Rufus 
Guthrie,  Katie 
Guthrie,  Lizzie 

MASON 
Dimond,  G.  H. 


Hukill,  Lulu 
Kelly,  Willard 
Melvin,  Nettie 
McGlynn,  Bee 
Payne,  W.  E. 
Scholl,  Maude 
Thompson,  Nettie 

COUNTY,  ILL. 

Turner,  E.  O. 
Weir,  Rosa  B. 

COUNTY.  ILL. 

Van  Orman,  Neliie 


Meteer,  Grace  Mfisgove,  Cora 

CHRISTIAN  COUNTY,  ILL. 
King,  E.  D.  King,  W.  E. 


Campbell,  Minnie Henderson  County,  111. 

Carbaugh,  G.  V Carroll  County,  “ 

Field,  Willard Tazewell  County,  “ 

Osborn,  Frank Whitman  County,  Wash. 

Rankin,  J.  M Fulton  County,  111. 

Reid,  Gertrude Warren  County,  -1 

Snyder,  Ollie . . , Schuyler  County,  “ 

'Stockton,  Ida Morgan  County,  “ 

Shearer,  Lillie Whiteside  County,  “ 


I 


Bartlett,  Irvin Hancock  County,  111. 

Bryan,  N.  A McDonough  County,  “ 

Duffy,  Harry Madison  County,  “ 

Dewey,  Curtis Piatt  County,  “ 

Gain,  W.  A Schuyler  County,  “ 

Heath,  Frank Fulton  County,  “ 

Hermann,  Curtis Hancock  County,  “ 

Harvey,  Harry Mason  County,  “ 

Herwig,  Ghas . .McDonough  County,  “ 

Lindsey.,1  Cooper Fulton  County,  “ 

Logan,  William Fulton  County,  “ 


Mansfield,  J.  L Piatt  County,  “ 

McDaniels,  John McDonough  County, 

McDonough,  John. . .McDonough  County,  “ 

McKerney,  Michael  .McDonough  County,  “ 

McKerney,  John McDonough  County,  “ 

Olson,  Peter Fulton  County,  “ 

Onion,  Joel Fulton  County,  “ 

Price,  Wesley Scott  County,  “ 

Smith,  Josie McDonough  County,  “ 

Smith,  George Fulton  County,  “ 

Tasker,  E.  L Knox,  County, 


Musical  Department 


Aller,  Zella 
Anderson,  Alma 
Aspey,  Dusie 
Baker,  Libbie 
Bird,  Anna 
Black,  W.  S. 
Bricker,  Florence 
Brook,  J.  C. 

Buttz,  Ada 
Camp,  Mrs.  J.  R. 
Campbell,  Mary 
Chambers,  Milton 
Chidester,  May 
Collins,  V.  Estella 
Culp,  Mabel 
Danner,  H.  L. 
Dodds,  E.  F. 
Doner,  Nina 
Doner  Grace 


Loomis,  Arthur 
Lafferty,  Mary 
Leard,  Laura 
Lematty,  Anna 
Leopard,  Marium 
Musgove,  Cora 
Manly,  Rachie 
Mariner;  Carrie 
Markham,  Albert 
Markham,  W.  R. 
Melvin,  Minnie  P 
Moulton,  Grace 
Murphy,  Lizzie 
Newberry,  H.  E. 
Nance,  Kate 
Nelson,  Mrs.  B.  E. 
Overton,  Cora 
Perrine,  Hubert 
Richards,  Ella 


Dunn,  C.  E. 

Everly,  Lizzie 
Everly,  Ida 
Foster,  Nannie 
Goeppinger,  Lulu 
Hall,  Aletia  M. 
Hanna,  Mollie 
Haven,  Elsie 
Heister,  Julia 
Hendee,  Fanny 
Hickman,  Elle 
Himmel,  Ed.  A. 
Hunt;  Anna 
Inghram,  Birdie 
Jackson,  Tessie 
Katzenstein,  Selma 
King,  Grace 
Kinney,  Orpha 


Ridgney,  Alta 
Seibert,  Nola 
Snell,  Leona 
Stice,  Sylvia 
Stiebel,  Sadie 
Streeter,  May 
Swartz,  Chas. 
Taylor,  Lissie 
Toms,  Alma 
Wakeen,  Mrs.  J.  M. 
Walker,  Zoe 
Walters,  Elsie 
Whetstone,  Hattie 
Willis,  Anna 
Zoll,  Mary 
Zoll,  Nellie 
Zook,  Jessie 


62 


Lucy  M.  Gardner. 
B.  E.  Nelson. 

Ella  E.  Walker. 
John  C.  Griffith. 


CLH.  Whittier.  ir : 
W.  D.  Frihley. 

W.  W.  Greene. 
Lavina  J.  Nichols. 

I.  A.  LeMaster. 

S.  E.  Shafer. 

E.  F.  Dodds. 


Mrs'.  G/Mc  Hewes: 


Clara  L.  Harrison' 
Grace  King. 

Anna  Parvin. 


Stella 'Payne. 
Addie  Johnson. 
Maggie  Perrine. 
Dillie  Boozle. 
Harry  Wiley. 
W.  O.  Wilson. 
Getta  Humes. 
Flora  Jenkins. 
Jennie  Roberts. 
Roxy  Louden. 
Hattie  Alcan. 
Lucy  Holloway. 
John  C.  Haines. 


M.  J.  Loveless. 
Selma  Eymann. 
Annie  Welch. 
Chas.  W.  Collins. 


G.  W.  Nichols. 
Maude  S.  Sparks. 
Lucy  Harris. 
Ulysses  S.  Towse. 
Rachel  Shrader. 


Te&cfyer$*  Course. 


'v  Ira  C.  Young. 

H.  H.  Slater. 

E.  E.  Woolley. 

G.  W.  Solomon. 

H.  W.  Doty. 

Anna  Maxwell. 
May  Herwig. 
Frances  Neeland. 


Tessa  Dodds. 
William  Spangler. 
Clara  Boring. 

Frank  H.  Culp. 

Wm.  E.  Gardner. 
Nellie  A.  Waggoner. 
W.  W.  LaRue. 

C.  F.  Engleking. 


-Elocution  Course. 

i LulmE.  Hukill.  Elsie  Walters.  ■> 

T v.  Lucy  M.  Anderson. 


'So 


Mary  Campbell. 
Matel  A.  Yearick. 
Mrs*  LUra  C.  Camp.: 


Lizzie  M.  Everly. 
Alma  V.  Anderson. 
Libfcie  Baker. 


Lola  McElvain. 
Anna  Pohl. 

Mrs.  M.  A.  Simpson. 
Fannie  Thompson. 
Emily  Hale. 

Mollie  McDona’d. 
Emma  Elliott, 
Lavina  Nichols. 
Minnie  Wilkins. 
Nellie  Waggoner. 
Eugene  Winkler. 
John  L.  Wiley. 

Lulu  Barnes. 


Lottie  Chritzman. 
Elsie  Ervin. 

L.  W.  Himmel. 
Mary  MeLarty. 
Clara  Dugan. 

E.  Himmel. 

Eva  Lyman. 

Ella  McDonald. 
Hattie  Durst. 
Lucy  Gresham. 
Homer  Working. 
W.  T.  Morrison. 
Mrs.  Ethel  Haas. 


Emma  Harris. 
E.  F.  Dodds, 
A.  E.  Loomis. 
S.  E.  Shafer. 


\ 

Zada  Goeppinger. 
Ira  Spangler. 
Maggie  Dwyer. 
Roberto  Armstrong. 
L.  B.  Saffer. 

Allen  T.  Irion. 
Albert  Havens. 


Rose  B.  Steialey. 


Cora  Overton. 

Elle  Hickman. 

W.  S.. Black. 

Itiflga 

Annie  Newcomb. 
Rose  Robinson. 
Fred  Shoop. 

Frank  L.  Osborne. 
Olive  Snyder. 

John  M.  Rankin. 
W.  W.  Kelly. 

Ellis  King. 
Willard  King. 

Lula  E.  Hukill. 
Rose  B.  Weir. 

John  Breiner. 
Gaylord  Dimond 


63 


'© 


Rose  B.  Steidley.  Nellie  Houseworth. 


Commerc 


-o 


Walter  H.  Sperling. 
M.  L.  Guernesev. 
Annie  Welch. 

Fred  Shoop. 

O.  B.  Loper. 

Will  Duckies. 
Henry  Pickens. 


W.  M.  Baker. 
R.  S.  Newbold. 
Rose  Weir. 


Grace  Streeter. 
Pearl  Langley. 
S.  F.  Hicks. 


Willard  Field. 
H.  B.  Slater. 


S.  E.  Whitaker. 
H.  J.  Heal. 


C.  M.  Nance. 


W.  W.  Dilliard. 
Grace  Roberts. 
F.  L.  Osborne. 


W.  W.  Greene. 
S.  E.  Ruyle. 


Chas.  G.  Hopkins. 


Anna  Camp. 

A.  W.  Dodds. 
J.  B.  Loveless. 
Dale  Woolley. 
L.  M.  Carter. 
O.  J.  Poley. 


fp fye  Western  formal  ^eacfyers’  sA^enc y. 


The  Western  Normal  obtains  a large  amount  of  information  concern- 
ing desirable  positions  for  teachers  and  uses  it  for  the  benefit  of  worthy 
students.  Those  who  have  been  good  students,  who  have  acquired  suffi- 
cient education,  and  whose  conduct  in  school  has  been  so  creditable  to 
themselves  that  we  have  good  reason  to  believe  that  their  future  work 
will  be  creditable  to  the  school  are  recommended  to  school  boards  for  such 
positions  as  they  as  they  are  prepared  to  fill.  Competent  students  may 
feel  quite  sure  of  finding  good  positions,  for  our  experience  has  been  that 
we  have  not  been  able  to  fill  all  the  demands  made  for  good  teachers.  No 
commission  is  charged  for  these  services,  except  a fee  of  $2.50  paid  by 
those  who  secure  positions,  merely  to  defray  the  expense  of  correspondence. 

A.11  present  or  former  students  of  the  school  who  are  fully  prepared 
for  teaching  and  who  wish  better  positions  are  requested  each  to  tell  us  what 
kind  of  a position  is  desired  and  the  very  lowest  salary  that  will  be 
accepted. 

Similar  services  are  rendered  graduates  of  the  Commercial,  Shorthand, 
Telegraphy,  and  other  departments. 


School  boards  desiring  good  teachers  should  wrfte  us  early,  stating 
the  kind  of  a place  to  be  filled,  the  kind  of  a teacher  desired,  and  the  sal- 
ary that  will  be  paid  a satisfactory  teacher.  It  will  be  profitable  to  do 
this,  for  we  have  many  excellent  teachers  within  reach  and  will  send  out 
none  whose  success  seems  doubtful,  for  failure  on  their  part  would  be 
damaging  to  the  reputation  of  the  school. 


64 


Alge’  ra 25 

Apparatus 7 

Arrangement  of  Classes 7 

Arithmetic 21 

Art  Department 37 

Advertising 50,  51  and  54 

Advantages 50  and  51 

Botany 27 

“Blue  Monday” 0 

Board  of  Instruction 4 

Board 13 

Buildings 15  and  16 

Bible  Study 49 

Bushnell 15  and  48 

Chemistry 27 

Civil  Government “3 

Calendar 3 

( lasses,  Arrangement  of 7 

C ourses  of  Study 9,  10  and  11 

Commercial  Department 33,  34  and  35 

Catalogue  of  Students 58  to  61 

Churches 48 

Church  Societies 49 

Church  Schools 50 

Country  Schools 50  and  52 

Commercial  Schools 51 

Degrees 11 

Day,  School 6 

Debating 23 

Expenses 14  and  53 

Entertainments 49 

Elocutionary  Course 30 

Ellis  System 33.  34  and  35 

Faculty 4 and  5 

Graduates 62  and  63 

Geology 27 

Graduation 11 

Grammar 19 

German 21 

Geography 23 

Geometry 25 

History  of  School 2 

History,  U.  S 23 

Higher  Mathematics 25 

Institute  Classes 31 

Instructors 4 and  5 

Instrumental  Music 43 

Italian 45 

King’s  Daughters 49 

Latin ■. 21 

Libraries 8 

Literary  Society 49 

Lectures 49 

Normal  Schools 51 

Mormal  Atmosphere  48  and  53 

Musical  Department 43  and  45 

Old-line  Colleges 50,  52  and  53 

Outline  of  Work 19  to  47 

Opinions  of  Old  Students 55  and  56 


Orthography 29 

Orthoepy 29 

Ordinary  Week’s  Fare 13 

Organization  of  School 6 

Penmanship 39 

Physical  Geography 27 

Physiology 27 

Physics 27 

Purpose 2 

Parents,  To 52  and  53 

Picture  Sociables 49 

Prayer  Meeting 49 

Prospective  Students,  To 54 

Review  Course 31 

Rhetoric 25 

Regular  Courses 9 and  10 

Reading-room 8 

Recitation  Rooms 7 

Remarks  Concerning  Instructors 5 

Review  of  Past  Year 3 

Rooms,  Recitation 7 

Rooms  and  Room-rent 17 

Recitals 49 

Receptions 49 

Sanitation 15 

School  Year,  Term,  Week,  Day 6 and  7 

Special  Courses 10 

Spelling 29 

Shorthand  and  Typewriting^. 41 

School  Government 48 

Social  Standing  of  Students 48 

Societies 49 

Studies 19  to  47 

Summer  Term .\ 31 

State  Certificates 31 

Special  Penmanship 39 

Summary  of  Expenses 14 

Sociables,  Term 49 

Sunday  Schools 48 

State  Schools  50 

Term,  School 6 

Text-books 8 and  57 

Tuition  in  All  Courses 12 

Training  Class 19 

Telegraphy  Department 47 

To  Parents 52  and  53 

To  Prospective  Students 54 

Town  Schools 50  and  52 

Vacations 6 

Vocal  Music 45 

Who  Should  Attend 2 

Working  Plans  of  School 6,  7 and  8 

Week,  School 6 

Word  Analysis 29 

Why  Prefer  Western  Normal 50  and  51 

Year,  School 6 

Y.  M.  C.  A 49 

Y.  W.  C.  A 49 

Zoology 27 


come  to  any  point  on  the  T.  P.  & W.  railroad  or  to  any  point  on  the 
Chicago,  Galesburg-,  and  Quincy  line  or  the  Rock  Island  and  St.  Louis 
line  of  the  C.  B.  & Q.  and  thence  without  change  of  cars  to  Bushnell. 


keep  baggage-checks  and  come  to  the  college  six  blocks  up  the  street,  at 
any  time  between  6 a.  m.  and  10  p.  m.;  if  in  the  middle  of  the  night,  go  to 
one  of  the  hotels  (agents  for  which  meet  every  train)  and  rest  till  morn- 
ing. 


concerning  the  various  courses,  write  us.  We  have  special  circulars  de- 
scribing the  work  of  the  Commercial,  Special  Penmanship,  Art,  Music, 
Shorthand  and  Typewriting,  and  Telegraphy  Departments.  Address 

W.  M.  Evans,  Pres., 
or  W.  W.  Earnest.  V.-Pres. 


1 


